ILOSOPHY  OF  EDUC  ATION 


L  B 


A  Survey  of  Fundamentals 


TOPICS,  QUESTIONS,  REFERENCES 

AND  BIBLIOGRAPHIES 

FOR  GROUP-DISCUSSION 


DANIEL  BELI,  LEAKA     PH.D. 

Professor  of  f-'; 


COLLEGE  OF  ARTS  AND  SCIENCES 
Jlutu^ratg  of  iBuffaln 

BUFFALO        NEW  YORK 
1920 


GIFT   OF 


PHILOSOPHY  OF  EDUCATION 

A  Survey  of  Fundamentals 


TOPICS,  QUESTIONS,  REFERENCES 

AND  BIBLIOGRAPHIES 

FOR  GROUP-DISCUSSION 


DANIEL  BELL  LEARY,  PH.  D. 

' 
Professor  of  Psychology 


COLLEGE  OF  ARTS  AND  SCIENCES 
Intoratg  nf  luffaln 

BUFFALO        NEW  YORK 
1920 


TO  THE 

Imttpraty  nf  Suffaln 


GiF3 


COPYRIGHT  1920 

BY 

Sautrl  Srll  Urarg 


PREFACE  ,v- 

This  course  in  the  Philosophy  of  Education  is  intended  to  fol- 
low out  the  educational  leads  which  were  simply  touched  upon  in  the 
Syllabus  of  Sociology.  The  latter  course  considered  the  nature,  evo- 
lution and  problems  of  society  in  a  more  general  and  less  detailed 
sense  than  is  the  purpose  of  the  present  outline.  It  is  here  intended 
to  analyze  more  thoroughly  and  fundamentally  the  present  nature, 
the  process  of  growth  and  the  problems  of  society  in  their  relation  to 
the  educational  process  considered  as  the  basic  element  in  the  whole 
situation. 

The  word  'Fundamentals'  in  the  sub-title,  is  meant  to  indicate 
that  considerable  emphasis  has  been  placed,  throughout,  on  the  presup- 
positions of  an  educational  theory.  Much  space  has,  therefore,  been  de- 
voted to  an  analysis  of  experience,  a  consideration  of  its  various  organ- 
ized forms,  original  human  nature  and  its  significance,  the  nature  and 
evolution  of  society,  and  the  meaning  of  the  concept  'progress'  as  ap- 
plied to  society  and  human  activity.  Section  E,  on  the  school,  sums 
up  these  matters  for  concrete  situations. 

In  this  preliminary  study  of  the  field  direct  positive  statement  of 
conclusions  has  not  been  made  and,  from  the  nature  of  the  method  used 
and  its  purpose,  such  was  impossible.  It  is  the  intention  of  the  out- 
line to  offer  the  student  material  for  successively  larger  and  broader 
generalizations  about  society,  the  individual  and  education,  each  Topic 
being  based,  in  the  main,  on  the  preceding,  the  whole  leading  to  a 
final  summary  of  facts  and  theory,  consistent  with  the  nature  of  ex- 
perience considered  as  a  significant  unity. 

A  word  about  the  bibliographies  may  not  be  out  of  place  here. 
In  compiling  both  the  larger  Bibliography  at  the  end  of  the  Syllabus, 
as  well  as  the  shorter  lists  of  selected  references  preceding  each  sec- 
tion, my  intention  has  been  to  include  not  only  those  books  which  are, 
in  a  sense,  standard  and  immediately  germane  to  the  subject,  but  also 
certain  more  general  and  less  specifically  educational  readings,  the 
significance  of  which  consists  not  only  in  their  contact  with  the  sub- 
ject at  a  given  point  but  also  in  their  value  as  introductions  to  closely 
allied  and  fundamentally  important  fields  of  thought. 

No  text-book  is  called  for;  instead,  references  to  diverse  points 
of  view  and  conflicting  evidence  are  assigned  for  each  Topic,  and  the 
class-hour  will  be  given  over  to  a  discussion  intended  to  sift  from  the 
evidence  in  question  that  which  is  pertinent  to  the  subject  and  the 
point  of  view  involved.  The  student's  "recitation"  will  consist  in  his 
active  participation  in  this  class  discussion,  and  every  student  will  be 
expected  to  contribute  his  share. 

I  am  glad  to  express  my  sincere  obligation  to  Professor  William 
Heard  Kilpatrick  of  Teachers'  College,  Columbia  University,  to  whom 
I  owe  much  for  both  method  and  inspiration,  and  it  has  been  my  ef- 
fort to  approach,  in  some  measure,  both  the  clarity  of  his  thought 
and  the  significance  of  his  teaching. 

DANIEL  BELL  LEARY. 
3 


L 


TABLE  OF  CONTENTS 
TO  THE  STUDENT 9 

A.  PHILOSOPHY  OF  EDUCATION  AND  EXPERIENCE.  11-26 

Selected  References 11 

I.      Experience  and   Its  Organization 13 

II.     The  Meaning  of  Science  and  of  Philosophy.  ...  IS**' 

\/\\\.     The  Meaning  of  Education 17  * 

IV.      The  Implications  of  a  Theory  of  Education.  ...  19 y 

txx    V.     Aims,  Values  and  Interest  in  Education ;  1 21 

-  '  VI.     Aims,  Values  and  Interest  in  Education;  II.  ...  23 

VII.      Philosophy  of  Education  as  a  Method 2Sy 

B.  PHILOSOPHY  OF  EDUCATION  AND  HISTORY. . .  .27-38 

Selected   References 27 

VIII.     History  and  Historical  Knowledge 29 

IX.     The  Concept  of  Evolution ,  31 

X.     The  Meaning  of  Progress .  33 

XL      The  Causes  and  Criteria  of  Progress 35 

XII.      The  Significance  of  the  History  of  Education.  .  37 


C.     PHILOSOPHY  OF  EDUCATION  AND  THE 

INDIVIDUAL    39-54 

Selected   References 39 

XII 1".      The  Original   Nature  of   Man 41 

XIV.      The  Learning  Process ;  1 43 

XV.     The   Learning  Process ;   II 45 

XVI.      Individual  Differences  and  Their  Significance ...  47 

XVII.      The  Nature  of  an  Individual :  The  Self 49 

XVIII.      The  Process  of  Growth  of  the  Self 51 

XIX.     The  Unity  of  All  Experience 53 


D.    PHILOSOPHY  OF  EDUCATION  AND  SOCIETY 55-70 

Selected  References 55 

XX.      Evolution  and  Society 57 

XXI.      Social  Control  and  Socialization 59 

XXII.      The  School  as  an  Agency  of  Dynamic  Control.  .  61 

XXIII.  Institutions  and  Their  Significance 63 

XXIV.  Morality  as  a  Type  of  Conduct 65 

XXV.      Society  and  the  State 67 

XXVI.      Democracy  and  Its  Critics 69 


E.     PHILOSOPHY  OF  EDUCATION  AND  THE  SCHOOL  71-88 

Selected   References 71 

XXVII.     Experience    and    the    School ;    I ;    Living    and 

Learning    73 

XXVIII.     Experience  and  the  School ;     II;  The  Recitation.  75 

XXIX.     Experience  and  the  School ;  III;  Morality  77 

XXX.     Experience   and   the    School;    IV;    Method   and 

Discipline   79 

XXXI.     Proportioned  Values  and  Interests 81 

XXXII.     The  Study  of  Man  and  the  Study  of  Nature;  I; 

Their  Unity 83 

XXXIII.  The  Study  of  Man  and  the  Study  of  Nature;  II ; 

The  Curriculum 85 

XXXIV.  The  Study  of  Man  and  the  Study  of  Nature;  III ; 

Vocational    Studies .  .  8/ 


F.  PHILOSOPHY  OF  EDUCATION  AND  THE  PRESENT  89-98 

Selected  References 89 

XXXV.    The  Present  as  a  Center  of  Revaluation 91 

XXXVI.    The  Concept  of  an  Ideal  Society 93 

XXXVII.    The  Bases  of  an  Ideal  Society;  Man,  Nature  and 

Science , 95 

XXXVIII.    Philosophy  of  Education ;  A  Summary 97  • 


Bibliography   99-117 


TO  THE  STUDENT. 

Each  of  the  Topic  sheets  of  this  syllabus}  lists,  immediately  after 
the  last  question,  a  number  of  references,  dealing  with  different  aspects 
of  the  subjects  therein  under  discussion,  and  divided  into  two  groups,  I 
and  II,  the  first  containing  typical  references,  for  which  chapter  or 
page  numbers  are  given,  the  second  listing  more  general  readings, 
without  specific  indication  of  chapter  or  page.  In  using  books  listed 
under  group  II,  it  is  the  task  of  the  student  to  locate,  by  means  of  the 
table  of  contents  or  the  index,  material  pertinent  to  the  topic  in  ques- 
ion. 

It  is  to  be  noted  that  the  references,  at  the  end  of  each  set  of 
questions,  give  simply  the  name  of  the  author.  Titles  are  to  be  found 
in  the  list  of  selected  references  prefixed  to  each  of  the  six  sub-divi- 
sions of  this  syllabus.  When  a  given  author  has  more  than  one  title 
in  such  a  selected  list,  reference  to  his  name  will  be  followed  by  a 
figure,  (1),  (2),  etc.,  indicating  whether  the  first  or  the  second,  etc., 
of  his  books  is  meant.  Additional  books  on  each  topic  are  to  be  found 
in  the  general  Bibliography,  at  the  end  of  the  syllabus.  References  on 
the  Topic  sheets  do  not  directly  refer  to  this  full  Bibliography. 

Each  student  is  required  to  read  at  least  three  references  for  each 
Topic,  and  to  make  note  of  such  readings  in  a  note-book  which  is  to 
be  handed  in  to  the  instructor  at  the  end  of  each  quarter  for  examina- 
tion and  credit.  This  note-book  is  to  contain  the  title,  the  author,  the 
exact  pages  read,  and  an  estimation  of  comparative  value  for  each 
reference  studied.  The  estimate  is  to  be  in  terms  of  the  letters  A,  B, 
C,  D,  E, — where  the  letter  A  stands  for  the  highest  rank.  In  addition 
the  student  may  record  whatever  criticisms  or  comments  he  may  care 
to  make  in  justification  of  his  rating.  Each  such  record  of  reading 
must  show  the  date  when  it  was  done. 

It  is  strongly  urged,  though  not  required,  that  after  the  references 
for  a  given  topic  have  been  read,  students  form  themselves  into  small 
groups  of  three  or  four  and  discuss,  in  the  light  of  their  respective 
readings,  the  questions  of  the  topic  sheet  to  which  they  apply.  This 
will  best  prepare  the  student  for  the  class  discussion,  which  it  is  the 
purpose  of  the  whole  method  to  foster.  Lectures  and  recitations  will 
be  entirely  subordinated  to  the  group  discussion,  to  which  each  student 
will  be  expected  to  contribute  his  share. 

Current  issues  of  educational  magazines  will  be  found  in  the 
library,  and  articles  in  them  applying  to  any  given  topic  may  be  cred- 
ited in  the  list  of  readings.  Notation  of  them  is  to  be  made  in  the 
same  way  as  for  the  books.  Credit  is  also  allowed  for  readings  in 
languages  other  than  English  or  for  pertinent  material  in  books  not 
listed  in  the  Bibliography. 


10 


A.        PHILOSOPHY  OF  EDUCATION  AND  EXPERIENCE 
Selected  References  for  Section  A 


Bagley 
Baldwin 

Betts 

Boutroux 

Butler 
Colvin 
Conklin 
Dewey 

Dewey,  etc. 

Durant 

Enriques 

Goldenweiser 

Haldane 

Hanus 

Heck 

Henderson  E  N 

Henderson  L  J 


Hetherington  and 

Muirhead 
Hobhouse 


The  Educative  Process 
Educational  Values 

y  Dictionary  of  Philosophy  and  Psychology 
Social  and  Ethical  Interpretations 
Social  Principles  of  Education 
Natural  Law  in  Science  and  Philosophy 
Contingency  of  the  Laws  of  Nature 
The  Meaning  of  Education 
The  Learning  Process 
Heredity  and  Environment 
Democracy  and  Education 
How   We   Think 
Creative  Intelligence 
Philosophy  and  the  Social  Problem 
Problems  of  Science 
History,  Psychology  and  Culture 
Mechanism,  Life  and   Personality 
Educational  Aims  and  Educational   Methods 
Mental  Discipline  and  Educational  Values 
Principles   of  Education 
Fitness  of  the  Environment 
The  Order  of  Nature 
Social  Purpose 

Mind  in  Evolution 
Development  and  Purpose 
Radical  Empiricism 
Pragmatism 
The  Meaning  of  Truth 
Fundamentals  of  Child  Study 
Outlines  of   Social   Philosophy 
Philosophy  of  Education 
/  Cyclopedia  of  Education 
What  Is  Education? 
Limitations  of  Science 
Instinct  and  Experience 
Habit  and  Instinct 

Our  Knowledge  of  the  External  World 
Life  of  Reason:  vols.  I  and  V 
Philosophy,  Its  Scope  and  Relations 
Essays  on  Education 

Educational  Psychology  (Briefer  Course) 
Psychology  from  the  Standpoint  of  a  Behavior- 
ist 

(For  initials  of  authors,  full  titles  and  for  additional  references, 
see  the  general  Bibliography  at  the  end  of  the  syllabus.  For  explana- 
tion of  this  list  and  for  directions  concerning  the  references  to  it  at 
the  end  of  the  following  seven  Topic  sheets,  see  page  entitled  "TO 
THE  STUDENT"). 

11 


James 


Kukpatrick 

Mackenzie 

MacVannel 

Monroe  P 

Moore 

More 

Morgan 

Russell 

Santayana 

Sidgwick 

Spencer 

Thorndike 

Watson 


12 


1.     EXPERIENCE  AND  ITS  ORGANIZATION. 

1.  What  fundamental  term  names  the  common  characteristics  of 
such  activities  as  'thinking/  'feeling/  'doing/  'resting/  etc.,  etc.?     In 
what  sense  is  the  term  fundamental?    What  synonyms,  if  any? 

2.  What  general  descriptive  terms  can  be  applied  to  'experience'  ? 
Do  they  apply  to  the  experiences  of  everybody  ?    To  the  experience  of 
anybody  at  all  times  ?     In  what  sense,  and  in  what  manner,  roughly, 
did  your  experience  have  a  beginning?     Do  you  ever  (now)  have  ex- 
periences that  are  comparable  with  those  of  a  just  developing  consci- 
ousness ?     Is  it  then  'you'  who  have  them  ?     Discuss  the  meaning  of 
the  expressions,  'I  have  an  experience/  and  'I  am  an  experience/ 

3.  From  the  point  of  view  of  the  nature  of  experience,  what  is 
'mind/  'character/  'personality/  etc.  ?     Describe,  psychologically,  the 
process  of  formation  involved.    Just. what  is  meant,  in  this  connection, 
by  'organization'?    What,  if  anything,  does  the  organizing,  and  what, 
if  anything,  is  organized?     Can  you  discuss  all  that  is  involved  here 
without  reference  to  unanalyzed  entities  and  powers? 

4.  Following  out  the  last  question,  describe  what  you  mean  by 
'thing/  'person'  (or  'self'),  'environment/  'situation/  'relation/  'func- 
tion/    Is  experience  (at  any  given  moment)  a  'this'  plus  a  'that/  and 
so  on?    Is  experience,  as  a  whole,  one  moment  plus  another? 

5.  Do  we  ever  experience  a  thing  without  a  self  in  relation  to 
it.  or  the  self  other  than  in  relation  to  some  thing?     Does  this  imply 
disparate  halves  of  the  field  of  experience,  or  is  such  an  analysis  a  cer- 
tain type  of  experience  in   relation  to  others?     Is  there  anything  in 
(present)  experience  which  is  not  the  product  of  previous  experience? 
Is  everything  in  experience  reducible  to  present  or  past  relation  (s)  of 
the  environment  and  the  psycho-physical  organism? 

6.  Avoiding  the  dualism  (linguistic)  of  the  last  question  discuss 
the  meaning  of,  "The  process  of  the  individual  life  is  a  unitary  thing, 
in  which  an  ideal  distinction  may  be  made  between  the  self  and  its 
environment,  the  agent  and  his  sphere  of  action."  (MacVannel.) 

7.  Returning  to  question  1  above,  discuss  the  meaning  of  the  term 
'resting/     Is  experience  ever  absolutely  a  passive  acceptance  of  a  sit- 
uation?    Compare  question  5,  last  part.     Discuss,  "Experience  is  in 
truth  a  matter  of  activities,  instinctive  and  impulsive,  in  their  interac- 
tions with  things."  (Dewey.) 

8.  Discuss,  in  the  light  of  the  meaning  of  experience,  the  rela- 
tion of  heredity  and  environment,  (a)  as  showing  the  continuity  of  the 
experience  of  the  individual  and  his  immediate  ancestry,  (b)  as  showing 
the  continuity  of  the  experience  of  individuals  of  different  ancestry. 

13 


9.  Discuss  psychologically  the  phenomena  of  attention,  and  show 
the  relation  of  the  experiences  of  a  given  (ideal)  moment  of  consci- 
ousness to,  (a)  the  past,  (b)  future  experiences.  Sum  up  the  funda- 
mental conclusions  of  the  present  topic  and  make  a  list  of  issues 
raised  for  further  discussion. 


References. 

I.  Baldwin    (1);   Monroe;   Dewey    (1),   pp.    163-169;   Watson, 
chap.  1;  Dewey,  etc.,  pp.  1-29;  Henderson,  E.  N.,  chaps.  II,  III;  Hob- 
house   (2),  pp.  1-28,  also  part  I,  chaps,  V-IX;  James  (1),  chap.  II; 
MacVannel,  pp.  1-31  ;  Baldwin  (2),  chaps.  I,  II;  Colvin,  chaps.  I,  II; 
Bagley  (1),  part  II. 

II.  Hobhouse  (1);  James  (2)    (3);  Henderson,  L.  J.   (1)    (2): 
Haldane;  Conklin ;  Morgan  (1)    (2}  ;  Dewey  (2);  KirkpaHek.     (See 
page  entitled,  'TO  TliE  STUDENT.') 


14 


II.     THE  MEANING  OF  SCIENCE  AND  OF  PHILOSOPHY. 

1.  Was  experience,  as  developed  in  the  preceding  Topic,  only  or 
primarily  a  matter  of  'knowledge'  ?    Was  it  primarily  a  matter  of  sub- 
jective activity,  something  merely  psychical?     Did  it  project  always 
into  the  past;  ever  into  the  future?     What  was  its  Connection  with 
so-called  'relations'  between  things? 

2.  In  what  sense  is  science  also  experience?     In  what  sen^e  has 
a  (present)  body  of  science  been  experience?    What  relation  has  such 
(a)  science  to  future  experience?    Is  science  only,  or  primarily,  a  mat- 
ter of  knowledge?     Discuss;  "Science  is  experience  becoming  ration- 
al." (Dewey) 

3.  Is  it  the  function  of  knowledge  in  ordinary  experience   (as 
contrasted  with  science)  to  be  and  remain  simply  knowledge?     What 
is  its  relation  to  conduct  and  to  the  future  ?     In  what  sense  is  science 
a  tool  ?     What  is  the  nature  of  the  'abstractness'  of  science ;  to  what 
is  it  due? 

4.  In  what  sense  does  science  merge  the  experience   (actual  or 
possible)  of  all  individuals,  of  all  times  and  places?     Returning  to  the 
point  of  view  of  question  3,  how  is  the  organization  of  science  differ- 
ent from  the  organization  of  ordinary  experience?     Is  it  a  question  of 
number  of  facts  or  experiences  which  are  so  organized?     Only?     Is 
organization  determined  by  purpose?     By  present  difficulties;  future 
difficulties?     Of  the  individual,  or  of  society? 

5.  What  has  been  the  usual  significance  of  the  term  philosophy? 
Has  philosophy  'taken  thought'  in  order  to  accomplish  something?    Is 
philosophy  comparable  to  science  in  respect  to  its  organizing  power,  its 
usability  (as  a  tool),  its  power  to  merge  the  experience  of  individuals, 
its  purpose,  its  functioning  in  difficulties? 

6.  Whence  does  philosophy  derive  its  content?     Is  philosophy, 
then,  a  part  of  experience,  arising  out  of  the  general  field  of  human 
activity?    How, comes  it,  then,  to  be  so  unrelated  to  felt  difficulties  in 
the  field  of  concrete  experience?    Is  philosophy  (or  has  it  been)  pri- 
marily a  matter  of  knowledge?    At  all  times?    What  is  the  outline  of 
its  history? 

7.  What  is  the  present  movement (s)  in  philosophy,  i.  e.,  such  as 
pragmatism,  neo-realism,  instrumentalism,  etc.?    Their  purpose,  their 
methods,  their  results?    What  new  streams  of  thought  have  come  to 
incorporate  themselves  in  the  philosophic  tradition  ?    Discuss,  "A  prag- 
matic intelligence  is  a  creative  intelligence,  not  a  routine  mechanic." 
(Dewey.) 

8.  What  should  be  the  relation  of  philosophy  and  the  several  sci- 
ences?    In  what  sense  is  philosophy  the  critic  of  science — in  what 

IS 


sense  might  the  reverse  be  true?  In  what  sense  is  philosophy  a  sum- 
mation of  the  sciences ;  does  this  summation  add  anything  not  furnished 
by  any  of  the  sciences? 

9.     What  tentative  application  of  the  principles  of  this  and  the 
preceding  paper  can  you  make  to  the  field  of  education? 


References. 

I.  Baldwin  ( 1 )  ;  Monroe  ;  Dewey  ( 1 ) ,  pp.  221-24,  261-67,  330-33, 
378-87;   MacVannel,  pp.   5-18;  Dewey,  etc,  pp.   1-69;   Sidgwick,  pp. 
1-37;  Dewey  (2),  chaps.  X,  XI ;  Hobhouse  (2),  part  II,  chaps.  I,  II. 

II.  Dewey,   etc.;   Santayana ;   Russell;   More;   Enriques ;    James 
(2)  (3);  Boutroux  (1)  (2). 


16 


III.     THE    MEANING  OF   EDUCATION. 

1.  Distinguish,  tentatively,  the  following  terms:  Adjustment,  re- 
action,  response,  intention,  purpose;   surroundings,  conditions,   situa- 
tion, environment;  individual,  society;  mechanical,  physical,  biological. 

2.  Do  we  actually  find  'education,'  of  one  kind  or  another,  to  be 
a  part  of  the  total  activity  of  all  peoples  at  all  times?     Of  animals? 
In  what  characteristics  does  such  activity  differ  from  the  behavior  of 
a  stone  when  thrown  or  struck?     To  what  are  the  differences,  in  the 
main,  due  ? 

3.  In  education,  in  this  general  sense,  is  it  always  and  merely 
an  individual  as  such,  who  responds  to  a  given  situation?     In  what 
sense  is  education  the  response  of  society  to  a  situation?     Discuss, 
"Society  exists  through  a  process  of  transmission  quite  as  much  as  bi- 
ological life."  (Dewey). 

4.  Why  cannot  education  take  place  by  the  direct  'imparting'  or 
inculcation   of  the   necessary  knowledge,   beliefs  and   attitudes,   etc.? 
What  are  the  means  by  which  these  things  gradually  come  to  be  the  pos- 
session of  the  (new)  individual,  and  what  does  this  show  of  the  nature 
of  education?     What  of  the   function  of  the  school  in  this  connec- 
tion?   Is  it  all  sufficient;  necessary  at  all? 

5.  In  what  sense  is  education  a  process  of  control?     Of  what 
and  for  what?    In  whose  interests?    In  what  sense  does  it  differ  from 
physical  compulsion?     What  does  control  imply  in  the  nature  of  the 
environment;  in  the  nature  of  the  thing  or  person  being  controlled? 
What  does  control  imply  as  to  the  nature  of  past  experiences ;  of  pres- 
ent purposes? 

6.  Does  education  equal  the  sum  ofg  this  and  that  knowledge, 
habit,  attitude,  etc.  ?    What  else  is  there?    In  what  different  sense  does 
an  organism  grow  from,  say,  a  pile  of  sand,  a  body  of  water?    What, 
if  any  limits,  are  implied  in  this  conception  of  education? 

7.  Discuss  that  conception  of  education  which  defines  it  as  'prep- 
aration' and  as  'unfolding.'     In  what  two  senses  may  these  words  be 
taken?    How  definite  is  the  goal  or  finished  condition  implied  in  these 
conceptions?     Are   aims  ^and   results   confused?     Explain   carefully. - 
Discuss,  'Education  is  the  constant  and  continuous  attainment  of  abil- 
ities having  value,  partly  in  themselves  (in  relation  to  social  life)  and 
partly  as  foundations  for  further  attainments,  the  process  being  with- 
out formal  end.' 

8.  In  what  two  senses  may  education  use  the  past  and  its  ma- 
terial in  shaping  the  future?     What  would  be  some  contrasting  char- 
acteristics of  each  attitude?     Does  any  scheme  of  education  neglect 
either  the  past  or  the  future? 

17 


9.  Sum  up  the  foregoing  questions  in  one  inclusive  definition, 
and  be  prepared  to  defend  it  in  class.  Gather,  from  Butler,  MacVan- 
nel,  Monroe,  etc.,  several  definitions  of  education  and  compare,  crit- 
ically, with  the  conclusions  of  the  above  questions. 


References. 

I.  Baldwin   (1);  Monroe;  Henderson,  E.  N.,  chaps.  II-IV  and 
XVII-XVIII;  MacVannel,  chaps,  II-IV;  Dewey  (1),  chaps.  I-IV  and 
XXIV;  Bagley   (1),  part  I. 

II.  Baldwin  (2)  ;  Dewey  (2)  ;  Hobhouse  (1)   (2)  ;  Morgan  (1) 
(2);  Spencer;  Butler;  Hanus ;  Betts ;  Colvin;  Moore. 


18 


IV.     THE  IMPLICATIONS  OF  A  THEORY  OF  EDUCATION. 

1.  Sum  up  the  foregoing  three  Topics  so  as  to  show  clearly  their 
connection  with  one  another.     In  what  sense,  if  any,  are  they  a  neces- 
sary background  for  the  study  of  education? 

2.  What  does  the  word  'imply'   (or  implication)   mean?     Does 
'two  plus  two'  imply  'four'?    Does  'design  in  the  world'  imply  a  'de- 
signer' ?    Connect  this  discussion  with  that  on  science. 

.  From  the  point  of  view  of  (scientific)  determinism,  i.  e., 
the  explanation  of  everything  in  terms  of  preceeding  conditions  alone, 
how  is  it  possible  for  teachers  or  the  school  (education  in  general) 
to  effect  changes  ?  In  this  connection,  then,  what  are  some  of  the  im- 
plications of  a  theory  of  education?  What  other  factors  enter  into  a 
situation  besides  previous  conditions? 

4.  Did  any  of  the  definitions  of  Topic  III  give  specific  details  of 
the  type  of  society  with  reference  to  which  individuals  were  to  be  ed- 
ucated?    Have  we,  at  the  present  moment  of  the  development  of  the 
world,  a  general,  all-inclusive  society?     What,  then,  are  some  of  the 
implications  in  this  connection? 

5.  Did  question  7  of  Topic  III  state  any  definite  aims  or  pur- 
poses?    Does  this  mean  that  change  is  in  itself  desirable?     Or  that 
desirable  results  will  come  about  with  sufficient  change?     What  are 
the  implications  in  this  connection?    Discuss  the  differences  involved 
in  educating  for  a  dynamic  society  and  for  one.  that  is  static. 

6.  Are  types  of  society,  or  aims  and  purposes  pure  constructions 
of  a  priori  logic?    Does  the  inherited  physical  nature  of  humanity  play 
any  part  in  them  ?    What  are,  then,  some  implications  of  the  nature  of 
human  beings  for  educational  philosophy? 

7.  Is  all  experience  educational  ?     Does  the  process  of  associ- 
ated living  in  itself  adequately  educate?     Can  all  share  in  this,  com- 
pletely, at  all  times?     What  does  this  imply  as  to  the  nature  and  the 
function  of  the  school? 

8.  Discuss,  from  the  point  of  view  of  Topic  I,  the  accumulative 
aspect  of  experience.     Where  does  it  accumulate  for  the  individual, 
for  the  group  ?    What  is  the  general  nature  of  the  physical  and  nervous 
mechanism   of  the   individual?     What,   in   this   connection,  are   insti- 
tutions, history,  etc.  ?    What  implications  for  method,  limitations,  sub- 
ject matter,  etc.,  etc.,  in  a  theory  of  education? 

9.  Discuss,  "In  order  to  answer  the  question,  'What  ought  educa- 
tion to  aim  at,'  the  prior  question,  'What  is  a  person,  both  in  himself 
and  in  his  environment'?  must  be  dealt  with."   (MacVannel).     Has 
this,  in  any  sense  been  done?     What   further  discussion,   if  any,   is 
necessary  in  this  connection?     (See  List  of  Topics). 

19 


References. 

I.  and  II.     As  for  Topic  III. 

See  also,   Mackenzie,   Book   II,  chap.   II,   Book   III,,  chap.   Ill 
Hetherington  and  Muirhead,  chap.  X. 


20 


V.    AIMS,  VALUES  AND  INTEREST  IN  EDUCATION:!. 

1.  Discuss,  in  some  detail,  the  differences  in  the  meanings  of 
the  following  terms,  particularly  in  their  educational  bearing:  Aim, 
goal,  purpose,  intention,  effort,  means,  method,  end,  result,  etc.     See 
Baldwin  ( 1 )  ;  Monroe. 

2.  May  a  student,  who  has  failed  in  his  examination,  be  said 
to  have  'aimed'  at  the  failure,  or  was  the  failure  a  'result'  of  his  in- 
sufficient or  unrelated  activity?     Could  he  'aim'  to  pass,  and  yet  fail? 
Discuss  all  that  is  involved  thoroughly. 

3.  Do  the  natural  forces  have  aims  or  purposes ;  do  animals ;  do 
all  human  beings;  at  all  times?     Does  the  operation  of  instinct  in- 
volve aims?     Are  aims  a  matter  of   conscious  behavior?     Always? 
What  about  the  continuity  and  the  intrinsic  organization  of  experience 
in  this  connection  as  opposed  to  mere  addition  and  multiplicity  of  ex- 
periences ? 

4.  Discuss;  " —  -  the  aim  as  a  foreseen  end  gives  direction  to 
the  activity;  it  is  not  the  idle  view  of  a  mere  spectator  -       "  (Dewey). 
In  what  several  ways  does  such  'foresight'  function?     What  are  the 
(philosophical?)   implications  here?     Have  they  been  brought  up  for 
consideration  previously  ?    In  what  connection  ? 

5.  Compare  Topic  I  and  discuss  the  nature  of  'mind'  in  con- 
nection with  aims  and  purposes,  showing  the  relation,  thereby,  of  pres- 
ent, past  and  future  experience.     What  does  'absent-mindedness'  im- 
ply as  to  conduct ;  what  does  being  of  'two  minds'  mean,  in  this  con- 
nection ? 

6.  Are  all  aims  of  equal  value?    To  the  individual;  to  the  group? 
What  has  often  been  the  source  of  aims  in  education?    Discuss  'train- 
ing versus  education'  from  the  point  of  view  of  the  nature  of  good 
aims.    Whatever  their  source,  in  what  sense  should  aims  be  'flexible?' 
What  would  be  the  meaning  of  an  'experimental'  aim? 

7.  Is  any  aim  an  aim  in  and  for  itself,  as  such?    Do  we  learn 
Greek  or  calculus  simply  to  statically  know  the  facts  involved?    Do  we, 
on  the  other  hand,  learn  them  simply  as  steps  to  still  further  acquire- 
ments?   In  what  sense  is  the  means  to  a  given  end  also  a  (temporary) 
end ;  in  what  sense  is  the  end  a  means  ? 

8.  Make  application  of  all  the  above  to  concrete  educational  sit- 
uations.    Discuss ;   "That  education   is   literally  and  all  the   time   its 
own  reward  means  that  no  alleged  study  or  discipline  is  educative  un- 
less it  is  worth  while  in  its  own  immediate  having."  (Dewey). 

9.  Have  questions  6  and  7,  above,  exhausted  the  considerations  of 
'value'  and  'interest'  as  related  to  aims  ?    What  is  the  direction  of  fur- 
ther discussion  on  these  topics? 

21 


References. 

I.  Baldwin  (1);  Monroe;  Dewey  (1),  chaps.  VII-IX;  Hender- 
son, E.  N.,  chaps.  I-V;  MacVannel,  chaps.  VI-IX ;  Baldwin  (2),  chaps. 

I,  II  and  XI-XV;  Hobhouse   (2),  part  I,  chap.  V;  Watson,  chaps.  I, 

II,  IV;  Thorndike,  part  I. 

II.  Bagley  (2)  ;  Hanus  ;  Spencer;  Butler;  Colvin ;  Heck. 


22 


VI.     AIMS,  VALUES  AND  INTEREST  IN  EDUCATION:  II. 

1.  Discuss,  in  connection  with  the  terms  of  question  1  of  the 
preceding  Topic,  the  meaning  of;  value,  valuation,  'good(s)',  stand- 
ard (s),    appreciation,     intrinsic,     instrumental,    extrinsic,     satisfying. 
Connect  with  discussion  on  Experience.     Are  there   several  opposed 
meanings  to  any  of  these  words? 

2.  Are  all  experiences  (whether  momentary  or  prolonged)  good 
merely  for  something  else  ?     What  then  is  this  'something  else'  good 
for  ?    How  far  can  you  prolong  the  series  ?    Discuss  all  that  is  involved 
in  the  following  quotations, — are  they  fundamentally  at  issue?    " — 
that   only    is    worth   while    which    serves    other   ends    outside    itself." 
(Henderson  E  N)     "Some  goods  are  not  good  for  anything;  they  are 
just  goods."     (Dewey) 

3.  Give  some  examples  of  intrinsic  values.    Are  they  all  of  equal 
value?     What  does  this  imply  as  to  the  nature  of  goods  having  in- 
trinsic value  ?    What  implications  as  to  their  source,  their  permanence, 
etc.  ?     Give  several  examples  of  instrumental  values.     What  of  their 
source,  etc.?    May  a  'good'  or  an  experience  partake  of  both  kinds  of 
value  ?    Examples. 

4.  In  a  larger  sense  of  the  term  are  all  goods  'good  for'  any  one 
particular  end  or  supreme  value  ?    Does  this  imply  that  we  can  arrange 
all  experiences  in  ascending  order,  as  having  more  and  more  'value' 
for  and  towards  a  final  value?     Compare  questions  6  and  7  of  the 
previous  Topic.     What  deductions  can  you  make  with  reference  to 
the  curriculum? 

5.  What  are  some  subordinate  values  which  are  aimed  at  in  the 
educational  process?    Does  this  imply   that  these  aims  are  means  to 
a   larger  aim?     That  their  sum  equals   the   larger   aim?     Does   this 
mean  that  school  subjects  are  to  be  mere  means  to  attain  these  sub- 
ordinate aims?    Compare  again  the  nature  of  experience  as  organized 
rather  than  as  mere  accumulation. 

6.  What   is    the   meaning   of   such   terms   as   interest,   concern, 
solicitude  ?    What  elements  in  the  situation,  what  characteristics  of  the 
individual  or  group  involved  are  implied  ?    What  implication  concern- 
ing past,  future  experience  ? 

7.  Show  the  relationship  between  aim,  value  and  interest.     In 
what  sense  is  interest  a  connecting  link  between  present  abilities  and 
situations  and  aims  or  values?     Are  there  several  kinds  of  interest? 
Connect  with  the  different  types  of  value.     Discuss,  in  its  different 
bearings,  "If  a  problem  is  regarded  as  worth  while,  it  at  once  becomes 
interesting.'     (Henderson  EN) 

8.  Review   question   6   of   the   preceding   Topic,    in    connection 
with  interest.     Are  all  interests  of  equal  value  ?     Are  any  interests 

23 


common  to  all  people?     Are  'interests'  ever  imposed  from  outside? 
Examples.     What  conclusions  for  an  educational  theory? 

9.  Do  interests  ever  compete  ?  Does  interest  alone  justify  the 
inclusion  of  a  given  activity  in  the  educational  process?  What  'court 
of  appeal',  in  these  matters?  Do  interests  change?  What  brings  this 
about?  What  part  has  the  school  in  all  this? 


References. 
I.  and  II.,  as  for  Topic  V. 


24 


VII.     PHILOSOPHY  OF  EDUCATION  AS  A  METHOD. 

1.  What  is  the  significance  of  saying  that  the  method  used  in 
such  and  such  a  study  is  historical,  or  psychological  or  critical?    What 
does  method  mean  in  this  connection  ?    Is  there  more  than  one  method, 
say,  to  extract  square  roots  ?     Do  they  all  get  the  same  results,  utilize 
the  same  materials,  involve  the  same  activities? 

2.  In  what  sense  are  subject  matter  and  method  different  things ; 
in  what  sense  the  same  thing  ?    Can  they  be  separated  for  examination 
apart  from  one  another?    Can  two  violinists  play  the  same  piece  with 
different  techniques?     It  is  actually  the  same  piece;  to  the  hearer,  to 
the  producer? 

3.  How  js  method  connected  with  aims,  values,  interests?     Dis- 
cuss, "Method  means  that  arrangement  of  subject  matter  which  makes 
it  most  effective  for  use."     (Dewey)     For  use  with  reference  to  what? 
Is  method  (always)  instrumental? 

4.  Connect    with    the    discussion    on    the    nature    of   experience, 
Topic  I.     What  there  corresponds  to  subject  matter,  what  to  method? 
What,  then,  in  this  larger  sense,  is  the  meaning  of  subject  matter  and 
of  method? 

5.  Does    method   act   as   a   selective   agent   on    subject   matter? 
Method  alone,   or  in  combination  with   what?     If,   for  example,  the 
aim  of  education  is  to  prepare  for  the  next  world,  would  this  aim  be, 
or  carry  with  it  a  particular  method  and  a  selected  subject  matter? 

6.  Discuss  all  that  is   involved   in   the   following,    (from   Mac- 
Vannel)  "Method,  accordingly,  as  the  realization  and  appropriation  of 
experience  involves : — 

(a)  activity — in  the  sense  of  experimentation; 

(b)  selection  of  such  activities  as  approximate  to  or  mani- 
fest a  general  principle  or  standard ; 

(c)  organization  through  emphasis,  selection,  imitation,  sug- 
gestion, idealization,  of  class  activities  on  the  basis  of 
selected  products." 

What  is  the  general  principle  or  standard  of  (b)  ?  Discuss  the 
nature  of  the  terms  in  (c).  Does  this  mean  the  imposition  of  any- 
thing from  outside  ?  Does  it  imply  fixed  aims,  standards,  etc.  ? 

7.  In  what  sense  is  science  a  method ;  how  does  it  differ  from 
other  methods;  what  is  its  subject  matter?     (Recall  Topic  II.)      Is 
the  method  or  the  subject  matter  of  science  fit,  as  such,  to  enter  into 
the  educational  process  ?     When,  and  under  what  conditions  ? 

25 


8.  What  is  the  method  of  philosophy,  and  what  its  subject 
matter?  Is  its  subject  matter,  in  any  sense,  more  inclusive  than  any 
other?  Has  this  always  (historically)  been  true?  Is  its  method  in 
any  sense  peculiar?  What  of  its  fitness  for  the  different  stages  of 
the  educational  process?  What  are  aims,  values  and  interest  in  con- 
nection with  philosophy  ?  Discuss  ;" — philosophy  may  even  be  defined 
as  the  general  theory  of  education. — Education  is  the  laboratory  in 
which  philosophic  distinctions  become  concrete  and  are  tested." 
(Dewey) 

References. 

I.  Baldwin    (1);   Monroe;   Boutroux     (1),    chaps.    VIII-XIV; 
Enriques,  chaps.  I  and  II;  Hobhouse   (2),  part  II,  chaps.   I  to  III; 
MacVannel,   chaps.    I,   III   and   IV;   Sidgwick,   lects.    Ill   and   VIII- 
XII ;  Watson,  chap.  II. 

II.  Butler;    Goldenweiser ;    Haldane ;    Henderson   E.    N. ;    Hob- 
house  (1);  More;  Russell;  Santayana ;  James  (2)   (3). 


26 


B.     PHILOSOPHY  OF  EDUCATION  AND  HISTORY. 
Selected  References  for  Section  B 

Adams  B  The  Law  of  Civilization  and  Decay 

Adams  J  Evolution  of  Educational  Theory 

Armstrong  Transitional  Eras  of  Thought 

Bagehot  Physics  and  Politics 

Baldwin  Darwin  and  the  Humanities 

Development  and  Evolution 
Bosanquet  Civilization  of  Christendom 

Social  and  International  Ideals 

Bradley  The  Presuppositions  of  Critical  History 

Carlton  Economic  Influences  Upon  Education,  etc. 

Carver  Sociology  and  Social  Progress 

Chapin  Introduction  to —      —Social  Evolution 

Education  and  the  Mores 

Cheyney  European  Background  of  American  History 

Clow  Principles  of  Sociology 

Crampton  Doctrine  of  Evolution 

Crozier  Civilization  and  Progress 

Cubberley  Public  Education  in  the  United  States. 

Dewey  Influence  of  Darwin,  etc. 

Eggleston  Transit  of  Civilization 

Eucken  Main  Currents  of   Modern  Thought 

Far  rand  Basis  of  American  History 

Forrest  Development  of  Western  Civilization 

Giddings  Readings  in  Descriptive Sociology 

Goldenweiser  History,  Psychology  and  Culture 

Hegel  Philosophy  of  History 

Hobhouse  Mind  in  Evolution 

Development  and  Purpose 

Social  Evolution  and  Political  Theory 
Keller  Societal  Evolution 

Kidd  Social  Evolution 

Principles  of  Western  Civilization 
Kropotkin  Mutual  Aid 

Mackinder  Democratic  Ideals  and  Realities 

Monroe  Text-Book  in  the  History  of  Education 

Myers  History  as  Past  Ethics 

Nordau  Interpretation  of  History 

Osborn  From  the  Greeks  to  Darwin 

Patten  Heredity  and  Social  Progress 

Theory  of  the  Social  Forces 
Robinson  The  New  History 

Seward  Darwin  and  Modern  Science 

Sumner  Folkways 

Teggart  The  Processes  of  History 

Prolegomena  to  History 

Todd  Theories   of   Social   Progress 

Urwick  Philosophy  of  Social  Progress 

Vincent  Historical  Research 

Walling  Larger  Aspects  of  Socialism 

Ward  Psychic  Factors  of  Civilization 

Woodbridge  Purpose  of  History 

27 


28 


VIII.     HISTORY  AND  HISTORICAL  KNOWLEDGE. 

1.  Is  there  a  history  of  education?     In  what  sense?     Is  there 
a  history  of    (what  we  mean  by)    'two  plus  two  equals   four'?     In 
what  sense?    What  different  meanings  are  there  of  such  a  phrase  as, 
'the  history  of  Athens'?     What  would  be  the  meaning  of  the  phrase, 
"a  career  in  time"?     (Woodbridge) 

2.  Discuss,   in  connection   with  the  meaning (s)    of  history,   ex- 
perience, science,  philosophy,  aim(s),  value  (s).     Is  there  a  science  of 
history?     Does  history  give  us  values,  aims?     Have  there  been  such 
in  past  history?    In  what  sense  of  the  word  history? 

3.  Are  the  past,  the  present  and  the  future  continuous  with  one 
another?     In  what  two  senses  of  the  word?     Discuss,  "The  history, 
then,  which  is  for  us,  is  matter  of  inference, — And  can  never  start 
from   a   background   of   nothing; — but    is   essentially    connected    with 
the  character  of  our  general  consciousness.    And  so  that  the  past  varies 
with  the  present — "(Bradley) 

4.  In  what  sense  is  the  present  the  result,  the  product,  the  out- 
come, or  the  realization  of  the  past?     Which  term  is  best  and  why? 
Is  history  a  mechanical  series  or  a  human  process?    What  does  this 
imply  ? 

5.  In  connection  with  the  idea  of  continuity  discuss  the  meaning 
of  'crucial'.  Does  the  conception  of  a  particular  aim  or  value  determine 
what  will  be  called  crucial  in  any  development  or  career?     Do  they 
vary  with  one  another?     What  does  'impartiality'  mean  in  connection 
with  history  or  the  examination  of  any  process?     Discuss  method  and 
subject  matter  in  this  connection. 

6.  Is  it  the  ideal  of  history  to  present  merely  a  series  of  events 
in  correct  order, — to  reproduce  (in  writing)  'things  just  as  they  were'? 
Connect  with  the  discussion  on  science  and  philosophy.      (Topic  II) 
What   is   the   meaing   and   the   intention   of   Philosophy   of   History? 
Discuss,  " — History  is  Philosophy  and  Philosophy  History."  (Croce) 

7.  In  what  sense  are  there  several  possible  histories  of  the  same 
career?     Of  the   same  institution?     In  what  sense  is  there  no  such 
thing  as  history  except  as  a  complete  survey  of  all  that  has  happened 
in  the  past,  i.  e.,  as  a  continuity,  not  only  backward  and  forward,  but 
'abroad'   in   all   directions   at  every   moment   of   its   career?     Discuss 
this  continuity  as  "the  most  fundamental  and  valuable  truth  which  the 
past  has  to  teach  us."     (Robinson) 

8.  Is  the  process  of  history  purposive?    Progressive?    May  con- 
tinuity lead  to  situations  essentially  different  in  their  nature  than  the 
original  condition?    What  does  the  conception  of  progress  imply? 

29 


9.     Sum  up  the  meaning  and  the  implications  of  history  and  dis- 
cuss, "—we  can  conceive a  state  of  knowledge  in  which  the  human. 

species  should  come  to  understand  its  own  development,  its  history, 
conditions  and  possibilities,  and  on  the  basis  of  such  an  understanding 
should  direct  its  own  future."  (Hobhouse) 


References. 

I.  Goldenweiser,  pp.    1-29;  Hobhouse    (2),  part  II,  chap.   Ill; 
Nordau,  chaps.  I,  II,  VII,  X;  Sumner,  chap.  XIX;  Teggart  (1),  chaps. 
I  and  III,    (2),  chaps.   I,  IV  and  V;  Woodbridge,  chaps.  I  to  III; 
Eucken,  sect.  D,  chap.  2. 

II.  Bagehot ;  Crozier:  Forrest;  Hegel:  Hobhouse  (3);  Meye-s; 
Monroe  ;  Todd  ;  Ward  ;  Walling ;  Bradley  ;  Vincent ;  Robinson. 


30 


IX.     THE  CONCEPT  OF  EVOLUTION. 

1.  What  does  'to  evolve'  mean?    Does  a  lake  'evolve'  out  of  its 
sources?     Does  a  lake  go  through  an  evolution  in  its  relations  (phys- 
ical) to  the  surrounding  and  connected  country-side?     Does  the  pro- 
cess of  evolving  require  an  (external)  'evolver'?     What  previous  dis- 
cussions are  connected  here  ? 

2.  Does  the  conception  of  evolution  survey  a  greater  mass  of 
details   than   does   history   in   its   usual   significance?      Is    its   method 
broader,  deeper?    Is  the  idea  of  evolution  itself  a  method?    What  does 
it  add  in  method  and  subject  matter  to  history,  as  usually  understood? 
Is  the  method  of  evolution  scientific?     Discuss  in  connection  with  the 

e  question  as  applied  to  history. 


3.  Discuss/'-   the  historian  undertakes  to  relate  the  details 

of  one  or  another  prominent  incident  that  still  existing  records  enable 

him  to  describe ;  the  evolutionist, ,  endeavors  to  determine  what 

the  processes  are  by  which  the  object  before  him  has  come  to  be  as 
it  is."     (Teggart) 

4.  What  of  continuity,  purpose,  progress  in  connection  with  the 

concept   of   evolution  ?    Discuss,  " we  can  talk  of  sidereal  or  solar 

evolution,  of  human  or  social  evolution,  but  let  us  give  up,  once  for 
all,  talking  about  world-evolution."     (Marvin) 

5.  What  are  the  main  and  most  significant  uses  and  applications 
of   the   concept  of   evolution?     Discuss,   "The   doctrine   of   evolution 
illustrates,  perhaps  more  clearly  than  any  other,  the  gap  between  the 

old  mode  of  thought  and  the  new."     (Eucken)     " the  doctrine  of 

organic  development  means  that  the  living  creature  is  a  part  of  the 

world,  -        — ,   and   making  itself   secure only  as   it   intellectually 

identifies  itself  with   the  things  about  it,  and   forecasting  the   future 
consequences  of  what  is  going  on,  shapes  its  own  activities  accord- 
ingly."    (Dewey) 

6.  Discuss   the    following,   adding   whatever   other   implications 
seem  necessary ;  " the  theory  of  evolution  seems  to  imply  the  fol- 
lowing factors: — 

(a)  The  organic  oneness  of  all  things 

(b)  The   emergence  of  the  qualitatively  new  by  means   of 

forces  resident  in  the  co-operating  elements  of  the  pro- 
cess  

(c)  -    — the  two  interrelated  and  co-operating  elements,  (1) 

the   individual   existence ,    (2)    the   situation,  me- 
dium or  environment 

(d)  -    — new  formations  or  structures are  to  be  conceiv- 

ed as  instruments  or  methods  of  adaptation  or  adjust- 

31 


ment  to  specific  environmental  conditions."  (MacVan- 
nel,  condensed,  which  see.) 

7.  Carrying  the  discussion  to  more  concrete  matters,  what  im- 
plication for  education,  for  subject  matter,  for  method,  for  considera- 
tion of  the   nature  of   the  psycho-physical   organism,    for  the  source 
and  nature  of  aims,  values,  interests?     What  tentative  definition  can 
>ou  make  of  such  things  as  habit,  instinct,  thinking,  knowledge,  in- 
stitutions ? 

8.  In   what   sense   does   evolution   justify    the    description   of   a 
process   becoming   conscious    of   itself?      Is   everything   'fixed'    in    an 
evolutionary   scheme  ?     Discuss   the   questions   involved   here.      What 
connections  with  previous  Topics  ? 


References. 

I.  As   for  Topic  VIII,  and  as  follows;   Baldwin    (1),  chaps.  I, 

II  and  V;  Dewey,  pp.  1-19;  Eucken,  sect.  C,  chap.  II;  Walling,  chaps. 

III  and  V;  Kidd  (1),  chap.  1;  Keller,  Introduction  and  chap.  I. 

II.  As  for  Topic  VIII,  and  as  follows;  Adams  B. ;  Adams  J   : 
Baldwin  (2);  Hobhouse  (1),  (3);  Osborn;  Crampton;  Sewarcl. 


32 


X.     THE  MEANING  OF  PROGRESS. 

1.  Does  all  activity  imply  progress?     Does  the   (mere)   realiza- 
tion of  ideals,  aims,  values,  etc.,  imply  progress?     Is  all  progress  of 
this  realizing  or  attaining  nature?    What  of  the  co-ordination  of  aims, 
the  setting  of  new  purposes  in  the  light  of  attainments,  the  reconstruc- 
tion of  old  values. because  of  new  knowledge  and  abilities? 

2.  Is  progress  primarily  a  matter  of  inner  (psychic)  satisfaction, 
or  of  objective  changes  and  rearrangements  of  the  environment,  or 
both?     Is  progress  a  'thing',  a  process  or  a  condition?     What  are  the 
standards  which  measure  it? 

3.  Is  progress  attained  or  measured,  primarily,  over  a  span  of 
many  generations,  or  is  it  a  matter  of  one  or  two  in  close  association? 
i.  e.,  does  a  group  and  its  environment  change  so  radically  in  several 
centuries  (say)  that  continuity  of  aim  and  effort  is  impossible? 

4.  Has  there  been    (continuous)   progress  since  the  beginnings 
of   (recorded)   civilization?     In  all  particulars?     In  all  parts  of  the 
human  world?     Is  there  a   (necessary)   decline  at  certain  times  and 
places  to  compensate  for  other  gains?     What  measures,  historically, 
have  been  applied  to  human  activity  to  estimate  or  define  progress? 
How  have  these  changed  and  why. 

5.  Is  progress  a  matter  of  coincident  and  co-operative  effort  or 
is  it  the  mere  accumulation  of  independent  efforts  and  results?    What 
is   Robinson's   estimate   of   the   comparative   time  of   civilization  and 
primitive  life,  and  what  bearing  has  this  on  the  problem?    Does  pro- 
gress   involve   the   destruction   of   individuality?      Does   progress   re- 
quire the  merging  of  the  individual  and  the  group?    Would  a  differ- 
ent definition  and  measurement  of  progress  obtain   for  an   (imagin- 
ary) isolated  individual  and  group? 

6.  Discuss,  "Progress  is  a  human  concept.  Physical  sci- 
ence knows  only  change,  not  progress.     Progress  always  involves  a 
standard  of  values  and  of  achievement.     It  is  telic, ."     (Todd) 

7.  Do  science  and  philosophy,  as  such,  throw  any  light  on  the 
nature  of  progress?    Contrast  the  idea  of  progress  as  so  far  developed 
with  that  of  decadence.     \Vhat  is  a  decadent  society,  what  the  nature 
of  its  activities,  its  values,  its  aims,  etc.  ?    In  contrast  to  what  is  it  de- 
cadent?    Discuss,    "Man's,  integral   nature   must   be   the   premise   of 
philosophy,  and  man's  complete  satisfaction  the  conclusion  philosophy 
must  aim  at."     (MacVannel) 

8.  In  what  sense  might  it  be  said  that  merely  attaining  ideals 
ends  progress?     Can  you  conceive  or  define  progress  as  an  infinitely 
continuous  process,  as  an  'ever  open  future'  ?    Open  for  what  and  for 
whom?     How   does  this  connect  with  the   study   of  the  school  and 

33 


theory  of  education  ?    In  what  sense  is  the  school  a  measure  of  civiliza- 
tion, of  progress? 

9.  Compare  question  5  of  Topic  VI,  on  subordinate  values.  Is 
progress  'made  up'  of  such  subordinate  values;  if  so,  what  are  they? 
Can  you  draw  a  parallel  between  the  school  (its  aims,  etc.)  and  life 
in  general  in  society?  What  specific  deductions  for  theory  of  educa- 
tion? 

'References. 

I.  As   for  Topics  VIII  and  IX,  and  as   follows;  Todd,  chaps 
VI  to  VIII  and  XXXIII   and   XXXIV;   Kidd   (1),   chaps.   II,   III, 
IX  and  X;  Keller,  chaps.  VIII  to  X;  Hobhouse  (3),  chaps.  I,  II  and 
VII. 

II.  As  for  Topics  VHIand  IX  and  as  follows;  Urwick.  Patten 
(2)  ;  Carver. 


XI.     THE  CAUSES  AND  CRITERIA  OF  PROGRESS. 

1.  Recalling  the  discussion  on  science,  show  the  meaning  of  the 
following  terms:  law,  regularity,  principle,  cause,  effect,  result,  gen- 
eralization,   regularity,    deduction,    induction,    verification,    invariable 
concomitant,   etc.     Do  these   terms,   or  the   things  they  mean,   apply 
as  rigidly  to  social  and  human  as  to  physical  and  material  phenomena  ? 

2.  Do  any  of  the  above  terms  imply  a   'force'   in  phenomena? 
Particularly,  are  there  'social  forces',  'social  laws',  etc.  ?    Gather  from 
Tarde,  Giddings,  Spencer,  Ward,  examples  of  'social  laws'  and  discuss 
critically,  both  with  reference  to  the  ground  of  their  formulation,  their 
utility,  and  their  accuracy. 

3.  Does  a  discussion  of  the  'causes'  of  progress  lead,  ultimately, 
to  a  discussion  of  aims,  values,  motives,  etc.,  of  human  beings?     (Com- 
pare questions  1   and  2  of  Topic  X.)      Is  progress  something  forced 
on  human  beings  by  the   (mere)  action  of  the  environment,  or  some- 
thing attained  by  successful  manipulation  of  it? 

4.  Discuss  in  the  light  of  question  3  the  economic  interpretation 

of  history.     Examine,  " the  final  causes  of  all  social  changes  and 

political  revolutions  are  to  be  sought,  not  in  men's  brains,  not  in  man's 
better  insight  into  eternal  truth  and  justice,  but  in  changes  in  the  modes 
of  production  and  exchange.     They  are  to  be  sought,  not  in  the  phil- 
osophy, but  in  the  economics  of  each  particular  period."      (Engels) 
Discuss  the  question  whether  modes  of  production,  money,  inventions, 
etc.,  are  the  results  or  the  causes  of  a  particular  social  structure,  or 
both. 

5.  Discuss,   from  the  same  point  of  view,  the  arguments  as  to 
the  relative  importance  of  heredity    (personal,  germ)   and  the  social 
plus  the  physical  environment.     Are  these  such  separate  things  that 
any  heredity  would  function  in  any  environment?    What  is  the  func- 
tion of  'great  men',  religion,  government,  etc.,  in  the  social  process? 
What  other  'causes'  of  social  progress  have  been  advanced? 

6.  What  of  the  power  of  thought?      Will    'taking   thought'    do 
anything?     Is    thought,    in   this    sense,    something    other   than    active 
experimentation  and  manipulation  of  the  environment?     What  would 
be  the  meaning  of  'thought  as  such'  and  what  would  it  effect?     In 
what  sense  might  you  justify  calling  only  that  thought  which  worked 
out  successfully  in  practice? 

7.  If  progress  is  definable,  and  the  favorable  conditions  relative 
to  it  known,  is  there  still  a  further  problem  of  knowing  whether  the 
social  process  is  tending  in  that  general  direction?     What  would  be 
'signs'   of   progressive    attainment   to    successive   stages?      Are   there 
stages  in  a  definite  sense?     (Compare  Topics  V,  VI  and  X.) 

35 


8.  Following  out  questions  8  and  9  of  Topic  X,  discuss  the 
school  as  a  'cause'  of  social  progress.  Discuss,  "The  world  only 
grows  better,  -  — ,  because  people  wish  that  it  should,  and  take  the 
right  steps  to  make  it  better."  (Morley)  "To  an  extent  character- 
istic of  no  other  institution,  save  that  of  the  state  itself,  the  school 
has  power  to  modify  the  social  order."  (Dewey)  Education  is  "the 
chief  means  to  which  society  must  look  for  all  substantial  social 
progress."  (Ell wood)  "The  distribution  of  knowledge  underlies 
all  social  reform."  (Ward) 


References. 
I.  and  II.    As  for  Topics  VIII  to  X. 


36 


XII.     THE  SIGNIFICANCE  OF  THE  STUDY  OF  THE 
HISTORY  OF  EDUCATION. 

1.  What  is  the  purpose  and  the  value  of  the  study  of  the  history 
of  a  given  subject,  such  as  education  or  philosophy?    Is  the  knowledge, 
as  such,  valuable,  does  it  have  immediate  value,  does  it  lead  to  better 
present  activity,  does  it  offer  suggestions  for  the  solution  of  present 
difficulties  or  the  analysis  of  present  problems  ? 

2.  Can  the  history  of  education  (or  of  philosophy)  be  studied^as 
a  separate  strand  in  the  general  history  of  society;  absolutely;  com- 
paratively?    In  what  sense  is  the  history  of  education  a  summary  of 
aims  and  values   of   successive  periods   in  the  evolution  of   society? 
What  connection,  then,  with  present  aims  and  values? 

3.  Is  the  study  of  the  past   (of  educational  theory)   a  mere  re- 
capitulation of  such  and  such  facts?     In  what  sense  is  the  present 
moment  the  link  between  (all)  the  past  and  (all)  the  future?     (Com- 
pare Topics  VIII-IX.)     Are  the  political,  the  economic,  the  social, 
the  intellectual  elements  of  greater  value  in  a  survey  of  the  past? 
Comparatively  or  absolutely? 

4.  Review,  briefly,  the  history  of  education,  noting  the  inherited 
effect  on  present  practice  and  theory,  where  it  exists,  and  the  connec- 
tion of  given  aims,  ideals  and  practices  with  the  nature  of  the  general 
society   in   which   they  were   produced.      Can  you  trace   any  general 
tendencies ;  throughout  the  whole  period ;  throughout  selected  periods  ? 
Stress   the  particular    factors    noted   in   connection   with   the   various 
periods;    (a)   Primitive,  its  immediacy,  its  social  nature,  its  subject 
matter;  (b)  Oriental,  its  recapitulatory  aims;  (c)  Greek,  its  individual- 
istic-social aims,  the  function  of  thought,  the  theorist,  the  philosophy 
evolved,  the  significance  of  the  changes;   (d)   Roman,  its  social-util- 
itarian nature,  the  function  of  the  home;   (e)   the  Middle  Ages,  the 
functions  of  Christianity,  the  need  of  a  new  type  of  education,  other 
worldiness,  attitude  toward  'learning',  discipline,  scholasticism  as  con- 
trasted   with    Greek    summaries,    the    search    for   the    Absolute;    (f) 
Renaissance  education,  the  rediscovery  of  the  'whole'  human  being, 
new  aims  and  new  schools ;  Reformation  education,  the  new  emphasis 
on  the  'social'  human  being,  conduct  and  morals,  the  development  of 
a  new   formalism:   (g)   Realism,  its  types,  its  new  methods,  subject 
matter,  aims,  its  theory;   (h)  Discipline,  the  emphasis  on  method,  its 
psychology,  the  'components'  of  education;  (i)  Naturalism,  the  empha- 
sis  on   the   'child',    interest,    'natural'    ness,   education    as   a   'process* 
versus  a  'thing' ;  The  psychological  movement,  its  reanalysis  of  the  pur- 
pose of  education,  the  nature  of  subject  matter,  the  process  of  learn- 
ing, the  philosophy  and  psychology  underlying  it,  the  theorists ;   ( j ) 
The  scientific  movement,  the  emphasis  on  knowledge,  as  such,  and  its 
function,  the  new  'culture';  (k)   The  sociological  formulation,  the  in- 
creasing complexity  of  theory,  the  embodiment  of  portions  of  other 
attitudes,  education  and  the  state,  the  question  of  society  versus  the" 
individual,  the  emergence  of  a  unified  conception;  (1)  The  present,  the 

37 


revaluation  of  aims  and  methods,  the  reshaping  of  the  curriculum, 
the  development  of  larger,  more  dynamic  aims  and  purposes,  the 
function  of  the  individual,  the  function  of  educational  theory,  the 
consideration  of  the  future  as  well  as  the  past  and  the  present. 

5.  In  what  sense  was  the  culture  and  the  society  of  the  American 
Colonies  a  'transit  of  a  civilization'  ?  What  new  aims,  values  and  pur- 
poses appeared  parallel  with  the  development  of  the  country,  and  un- 
der what  new  environmental  and  social  conditions  ?  What  mutual  in- 
fluences have  American  and  European  educational  theory  had  upon 
one  another? 


•  References. 

( 

I.  and  II.  As  for  Topic  VIII,  and  as  follows;  Monroe;  Adams 
J.;  Todd,  chaps.  XXX  to  XXXIV;  Keller,  chaps.  VII  to  X;  Chapin 
(2)  ;  Walling,  chaps.  XI  and  XII;  Carlton ;  Cubberley;  Cheyney;  Eg- 
srleston;  Farrand. 


38 


C     PHILOSOPHY  OF  EDUCATION  AND  THE  INDIVIDUAL. 


Dewey  and  Tufts 

Drake 

Edman 

Fiske 

Kite 

Gal  ton 


Selected  References  for  Section  C. 

Bagley  The  Educative  Process 

Baldwin  The  Individual  and  Society 

Social  and  Ethical  Interpretations 
Blackmar     and  Outlines  of  Sociology 

Gillin  ,— 

Boaz  The  Mind  of  Primitive  Man 

Bosanquet  Value  and  Destiny  of  the  Individual 

Clow  Principles  of  Sociology 

Colvin  The  Learning  Process 

Conklin  Heredity  and  Environment 

Cooley  Human  Nature  and  the  Social  Order 

Social  Organizaton 

Davenport  C  B  Heredity  in  Relation  to  Eugenics 
Dewey  Democracy  and  Education  L — ' 
School  and  Society 

Ethics 

Problems  of  Conduct 

Human  Traits 

The  Meaning  of  Infancy 

Individualism 

Natural  Inheritance 

Hereditary  Genius 
Gillin  The  Dunkers 

Henderson  E  N  Principles  of  Education 

Hobhouse  Development  and  Purpose 

Keller  Societal  Evolution 

Kropotkin  Mutual  Aid 

Conquest  of  Bread 

Laird  Problems  of  the  Self 

McDougall  Social  Psychology 

Prince  Dissociation  of  a  Personality 

Perry  Present  Conflict  of  Ideals 

Renard  Guilds  of  the  Middle  Ages 

Russell  Proposed  Roads  to  Freedom 

Santayana  The  Life  of  Reason,  vol.  II. 

Shaw  The  Ego  and  Its  Place  in  the  World 

Spiller  Papers  on  Inter-Racial  Progress 

Stirner  The  Ego  and  His  Own 

Strong  Introductory  Psychology  for  Teachers 

Sumner  Folkways 

Taylor  The  Problem  of  Conduct 

Thomas  Source  Book  for  Social  Origins 

Thorndike  Educational   Psychology,    (Briefer   Course) 

Todd  Theories  of  Social  Progress 

Tufts  The  Individual  and  His  Relation  to  Society 

Wallas  Human  Nature  in  Politics 

Woodworth  Dynamic  Psychology 

Watson  Psychology  from  the  Standpoint  of  a  Behaviorist 


39 


7.  Sum  up  the  original  equipment  of  human  nature  from  the 
point  of  view  of  sensory  capacities,  bodily  control,  what  attracts  at- 
tention, acquisition  and  possession,  hunting,  fear,  fighting,  responses 
to  other  human  beings  and  their  conduct,  imitation (?),  exploration, 
manipulation,  mental  activity,  play,  etc.  \Yhat  significance  for  cur- 
riculum, method,  training  of  teachers,  etc.? 


References. 

I.  Edman,  part  I,  chaps.  I,  II ;  Strong,  less.  34-36,  38,  40-41 ; 
Thorndike,  part  I ;  Henderson,  chap.  V ;  Keller,  chap.  I ;  Woodworth, 
chap.  Ill ;  Watson,  chap.  I,  VI  and  VII ;  McDougall,  chap.  II-V. 

II.  Bagley  ;  Colvin  ;  Thomas  ;  Boaz  ;  Fite  ;  Hobhouse  ;  Fiske. 


42 


XIV.     THE  LEARNING  PROCESS:     I. 

1.  What  are  'original  satisfiers  and  annoyers',  and  what  is  their 
significance?     Discuss,    "By   a    satisfying    state    of    affairs    is    meant 
roughly  one  which  the  animal  does  nothing  to  avoid,  often  doing  such 
things  as  attain  and  preserve  it."     (Thorndike)  Examples?     Discuss, 
"To  satisfy  is  not  the  same  as  to  give  sensory  pleasure  and  to  annoy 
is  not  the  same  as  to  give  pain."     "Pain  is  only  one  of  many  annoyers 
and  does  not  inevitably  annoy."     (Ibid) 

2.  What  is  the  internal  (neural)  correlate  of  this  satisfyingness 
or  annoyance?     Discuss,  "When  any  original  behavior-series  is  start- 
ed and  operates  successfully,  its  activities  are  satisfying  and  the  situa- 
tions  which  they  produce   are  satisfying."     (( Thorndike)      Does   this 
imply  that  failure  in  the  operation  of  such  a  series  is  annoying?     What 
is  the  meaning  of  'successful'  in  this  connection?     Is  there  any  other 
criterion  except  the  neural  system  itself,  as  it  is  in  its  original  nature? 

3.  In  what  sense  does  the  activity  of  a  given  (single)  behavior 
series  involve  the  'readiness'  of  others  to  follow  with  their  activity? 
(Compare  question  6  of  Topic  XIII.)     Discuss,  "When  a  child  sees 
an  attractive  object  at  a  distance,  his  neurons  may  be  said  to  propheti- 
cally prepare  for  the  whole  series  of  fixating  it  with  his  eyes,  running 
toward  it,  seeing  it  within  reach,  grasping,  feeling  it  in  his  hand,  and 
curiously  manipulating  it."     (Thorndike) 

4.  Is  'successful'  conduct,  then,  that  which  furthers  or  initiates 
the  action  of  neurons    (not  involved   in  the   initial   action)    that  are 
ready  to  act?     Does  this  hold  for  any  behavior  or  only  for  'original' 
behavior?     Is  it  true  that  for  any  conduction  series  or  unit   (native 
or  acquired)  to  actually  conduct  is  satisfying,  not  to  conduct  is  annoy- 
ing?    Always?     What    about    'readiness'?     What    correlated    state- 
ments may  be  made?     What  of  'multiple  response'  or  varied  reaction 
in  this  connection?     Discuss  "secondary"  connections.     (See  Thofn- 
dike.) 

5.  Does  the  operation  of  original  tendencies  and  behavior-series 
involve  'learning'?     Always?     Is  there,  so  to  speak,  a  (original)  tend- 
ency for  these  original  tendencies  and  behavior-series  to  more  or  less 
permanently  modify  the  organism  as  such?     Is  'readiness'  the  only 
factor  involved?    What  of  the  function  of  'use  and  disuse'  (exercise) 
and  of  'effect'?     Give  examples  of  each  as  concerned  in  learning,  and 
show  the  mutual  relationships  of  the  three  factors. 

6.  Do  the  above  factors  of  learning  exhaust  the  subject?     Are 
there  instances  of  learning  (in  animal  or  human  behavior)   which  do 
not  come  under  one  or  the  other  or  a  combination  of  these  generalized 
statements  ?     In  what  sense  are  they  the  'laws  of  learning'  ?     Is  mature 
human  nature  explained  by  a  combination  of  original  nature  and  the 
operation  of  the  laws  of  learning  in  a  complicated  environment  for 
a  period  of  years? 

43 


7.  Sum  up  the  original  equipment  of  human  nature  from  the 
point  of  view  of  sensory  capacities,  bodily  control,  what  attracts  at- 
tention, acquisition  and  possession,  hunting,  fear,  fighting,  responses 
to  other  human  beings  and  their  conduct,  imitation (?),  exploration, 
manipulation,  mental  activity,  play,  etc.  What  significance  for  cur- 
riculum, method,  training  of  teachers,  etc.? 


References. 

I.  Edman,  part  I,  chaps.  I,  II ;  Strong,  less.  34-36,  38,  40-41 ; 
Thorndike,  part  I ;  Henderson,  chap.  V ;  Keller,  chap.  I ;  Woodworth, 
chap.  Ill ;  Watson,  chap.  I,  VI  and  VII ;  McDougall,  chap.  II-V. 

II.  Bagley;  Colvin  ;  Thomas;  Boaz  ;  Fite  ;  Hobhouse;  Fiske. 


42 


XIV.     THE  LEARNING  PROCESS:     I. 

1.  What  are  'original  satisfiers  and  annoyers',  and  what  is  their 
significance"?     Discuss,    "By   a    satisfying    state    of    affairs    is    meant 
roughly  one  which  the  animal  does  nothing  to  avoid,  often  doing  such 
things  as  attain  and  preserve  it."     (Thorndike)  Examples?     Discuss, 
"To  satisfy  is  not  the  same  as  to  give  sensory  pleasure  and  to  annoy 
is  not  the  same  as  to  give  pain."     "Pain  is  only  one  of  many  annoyers 
and  does  not  inevitably  annoy."     (Ibid) 

2.  What  is  the  internal  (neural)  correlate  of  this  satisfyingness 
or  annoyance?     Discuss,  "When  any  original  behavior-series  is  start- 
ed and  operates  successfully,  its  activities  are  satisfying  and  the  situa- 
tions  which  they  produce  are  satisfying."     ((Thorndike)      Does   this 
imply  that  failure  in  the  operation  of  such  a  series  is  annoying?     What 
is  the  meaning  of  'successful'  in  this  connection?     Is  there  any  other 
criterion  except  the  neural  system  itself,  as  it  is  in  its  original  nature? 

3.  In  what  sense  does  the  activity  of  a  given  (single)  behavior 
series  involve  the  'readiness'  of  others  to  follow  with  their  activity? 
(Compare  question  6  of  Topic  XIII.)     Discuss,  "When  a  child  sees 
an  attractive  object  at  a  distance,  his  neurons  may  be  said  to  propheti- 
cally prepare  for  the  whole  series  of  fixating  it  with  his  eyes,  running 
toward  it,  seeing  it  within  reach,  grasping,  feeling  it  in  his  hand,  and 
curiously  manipulating  it."     (Thorndike) 

4.  Is  'successful'  conduct,  then,  that  which  furthers  or  initiates 
the  action  of  neurons    (not   involved   in  the   initial   action)    that  are 
ready  to  act?     Does  this  hold  for  any  behavior  or  only  for  'original' 
behavior?     Is  it  true  that  for  any  conduction  series  or  unit   (native 
or  acquired)  to  actually  conduct  is  satisfying,  not  to  conduct  is  annoy- 
ing?    Always?     What    about    'readiness'?     What    correlated    state- 
ments may  be  made?     What  of  'multiple  response'  or  varied  reaction 
in  this  connection?     Discuss  "secondary"  connections.      (See  Thofti- 
dike.) 

5.  Does  the  operation  of  original  tendencies  and  behavior-series 
involve  'learning'?     Always?     Is  there,  so  to  speak,  a  (original)  tend- 
ency for  these  original  tendencies  and  behavior-series  to  more  or  less 
permanently  modify  the  organism  as  such?     Is  'readiness'  the  only 
factor  involved?    What  of  the  function  of  'use  and  disuse'  (exercise) 
and  of  'effect'?     Give  examples  of  each  as  concerned  in  learning,  and 
show  the  mutual  relationships  of  the  three  factors. 

6.  Do  the  above  factors  of  learning  exhaust  the  subject?     Are 
there  instances  of  learning  (in  animal  or  human  behavior)   which  do 
not  come  under  one  or  the  other  or  a  combination  of  these  generalized 
statements  ?     In  what  sense  are  they  the  'laws  of  learning'  ?     Is  mature 
human  nature  explained  by  a  combination  of  original  nature  and  the 
operation  of  the  laws  of  learning  in  a  complicated  environment  for 
a  period  of  years? 

43 


7.  Are  there  subsidiary  or  secondary  'laws'  of  learning?  Do 
they  involve  new  facts  or  do  they  show  the  interaction  of  environment 
and  the  laws  of  learning  already  discussed?  Discuss  in  this  con- 
nection, 'multiple  response',  the  learner's  'set'  (or  attitude),  the  law 
of  'piecemeal'  (or  partial)  activity,  the  law  of  'assimilation'  (or  ana- 
logy), the  law  of  'associative  shifting'.  Examples? 


References. 

I  and  II.  As  for  Topic  XIII,  and  as  follows:  Thorndike,  part 
II;  Watson,  chaps.  VIII  and  IX;  Hobhouse,  part  I,  chaps.  I-IV; 
Woodworth,  chaps.  IV-VI,  and  VIII;  Strong,  less.  IX-XIX;  Conklin; 
Davenport. 


44 


XV.     THE  LEARNING  PROCESS:     II. 

1.  What  is  the  meaning  of  'imitation'?     Do  we  perceive  a  'sit- 
uation-response' sequence  in  the  behavior  of  another  human  being,  and 
then, —  (a)  make  the  identical  movement,  (b)  a  similar  movement,  (c) 
get  the  same  result,  (d)  a  similar  result,  entirely  apart  from  previous 
training  or  learning?     What  objective  evidence  is  there  in  this  con- 
nection ? 

2.  Show  how  the  supposed  results  of  imitation  are  explainable 
by  the  interaction  of  human  nature  and  the  environment,  in  its  larg- 
est sense,  and  involving  merely  the  laws  of  learning  as  already  dis- 
cussed.    Discuss,  "The  enunciation  or  gesture  of  another  man,  acting 
as  a  model,  forms  one's  habits  of  speech  or  manners  in  just  the  same 
way  that  the  physical  properties  of  trees  form  one's  habits  of  climb- 
ing."    (Thorndike.) 

3.  What  of  the  theory  that  the  idea  of  an  act,  or  the  idea  of  the 
result  of  an  act,  leads,  ipso  facto,  (apart  from  learning),  to  that  act 
(in  overt  behavior)  ?     Discuss  in  connection  with  the  laws  of  learn- 
ing.    Does  this  mean  that  the  idea  of  a  movement  or  an  act  never 
leads  to  the  act  as  its  sequent?     Discuss,  "the  appropriate  muscular 
activity  never  follows  an  idea  unless  one's  previous  experience  has 
in   some   fashion   or   other   established   a   nexus   of   the   habit   type." 
(Angell) 

4.  What  use  or  attempted  use  has  been  made  of  imitation  and 
the  doctrine  of  'ideo-motor'  activity  in  school  work  and  in  educational 
theory?     What  of  the  latter  doctrine  in  connection  with  the  'teach- 
ing of  morals',  'art  appreciation',  etc.? 

5.  Are  all  original  tendencies  and  responses  to  situations  'good'? 
What  does  good  mean  here;  for  whom  and  with  reference  to  what? 
On  what  basis  should  a  selection  be  made  ?     Examples  ?     In  the  light 
of  'multiple  response'  what  can  educational  theory  and  practice  decide? 
What  implications  for  an  educational  philosophy  in  the  statement  that 
'Nature  is  always  and  everywhere  right* ;  in  the  statement  that  'human 
nature    is    fundamentally    and    always    bad'?     Are    ideals,    purposes, 
values,  not  also  part  of  'nature'?     In  what  sense?     Discuss  the  impli- 
cations. 

6.  What  significance,  in  the  fact  that  original  tendencies  appear 
at  different  dates  in  an  individual's  career,  that  they  wax  and  wane, 
and  follow,  roughly,  a  typical  order,  etc.  ?     Discuss  the  two  statements 
or  meanings  of  the  Recapitulation  Theory,  and  compare  with  the  mean- 
ing of  the  Utility  Theory,  (See  Thorndike)  Discuss,  "the  same  causes 
which  account  for  the  origin  and  perpetuation  of  a  tendency  account 
also  for  its  time  relation  to  other  .tendencies."  (ibid) 

7.  Review  in  the  light  of  the  discussion  of  the  original  nature 
of  man  and  of  the  learning  process,  (a)  the  nature  of  experience  and 

45 


its  organization  (Topic  I  )and  (b)  the  meaning  of  education  (Topic 
III)  Discuss,  in  connection  with  question  3  of  Topic  XIV,  the 
phenomena  of  'mechanism  and  drive'.  (See  Woodworth)  Connect 
with  the  discussion  on  aims,  values  and  interest. 


References. 
I  and  II.     As  for  Topic  XIV. 


46 


XVI.     INDIVIDUAL  DIFFERENCES  AND  THEIR 
SIGNIFICANCE. 

1.  Are  the  original  tendencies  of  all  human  beings,  as  manifested 
in  concrete  responses  to  identical  situations,  or  as  measured  by  the 
ability  so  to  respond,  the  same?     In  what  sense  are  original  natures 
unlike?    To  what  (probable)  degree?    In  all  respects?    Examples? 

2.  Is  the  modifiability  of  all  original  natures  the  same,  i.  e.,  do 
all  human  beings  learn  equally  well,   retain  as   well,   form  habits  as 
quickly,  respond  to  a  complicated  situation  as  satisfactorily,  etc.  ?  What 
(tentative)   implications,  then,  from  this  and  the  preceding  questions 
for  educational  theory,  for  school  procedure,  for  the  nature  and  organi- 
zation of  society.  ? 

3.  If  original  nature  is  a  variable  and  if,  further,  the  rate  and 
kind  of  learning  are  variables,  in  what  sense  is  it  possible  to  have 
aims    values  and  interests  that  are  common,  or  an  educational  theory 
that  will  take  account  of  the  facts  involved?     What  (historical)  edu- 
cational theories  or  practices  have  neglected  the  problem  involved  here  ? 

4.  What  is  a  'frequency  table'  or  a  'surface  of  frequency'  of  the 
individual  abilities  of  a  group  of  people  with  reference  to  any  given 
trait?    What  facts  do  such  tables  or  surfaces  indicate?    Would  a  sur- 
face of  frequency  with  reference  to  the  abilities  of  a  class  of  high-school 
students  to  do  sight  translations  in  French  be  the  same  as  that  for 
their  abilities  to  rapidly  and  accurately  do  square  roots?   What  impli- 
cations ? 

5.  What  is  the  current  opinion  as  to  individual  differences  due 
to  sex?     Are  boys  as  boys  (apart  from  the  influence  of  training,  etc.) 
better  than  girls  in  any  given  particular?     What  are  the  facts?    What' 
about  men  and  women?     Would  knowledge  of  the  sex  of  an  unknown 
individual  give  any   foundation  whatsoever,  in  and  of  itself  simply, 
to  judge  ability,  latent  or  overt?     Are  individual   differences   within 
a  group  (all  of  the  same  sex)   greater  or  less  than  the  average  dif- 
ference between  the  sexes  with  respect  to  any  given  trait? 

6.  What  of  the  same  question  in  connection  with  race?     Are 
the  members  of  a  given  race,  ipso  facto,  and  apart  from  all  training, 
superior?     (Compare  Topics  X  and  XI,  on  Progress.)     What  of  en- 
vironment, social  heredity,  etc.  ?     What  are  some  of  the  facts  which 
have  been  gathered  with  reference  to  this  question? 

7.  Discuss  the  question  of  ancestry  as  in  and  of  itself  produc- 
tive of  differences.     Does  the  question  of  the  environment  enter  here? 
How  keep  the  relative  power  of  ancestry  and  environment  distinct? 
Discuss,  'Does  college  make  people  wise,   or  do   wise  people   go   to 
college'.     Are   all   characteristics   equally  influenced  by   environment; 
through  ancestry? 

47 


8.  What  concrete  deductions  for  teaching ;  curriculum  ?  What 
of  the  problem  of  the  sub-normal,  the  super-normal?  Is  there  an 
'abstracted',  generalized  'human  being',  as  such,  that  the  school  should 
teach  ?  Should  different  pupils  4go  through'  school  at  different  rates, 
study  different  subjects,  etc.? 


References. 

I  and  II.     As  for  Topics  XIII  and  XIV,  and  as  follows:  Thorn- 
dike,  part  III;  Strong,  less.  XX-XXVI ;  Galton   (1)    (2);  Gillin. 


48 


XVII.     THE  NATURE  OF  AN  INDIVIDUAL:     THE  SELF. 


1.  Have  Topics  XIII  to  XV  treated  of  the  individual  or  the  self? 
In  what  (restricted)  sense?     Which  of  the  following  adjectives  would 
best  characterize  that  treatment, — static,  descriptive,  analytic,  dynamic, 
synthetic,    abstract,    concrete,    sociological,    psychological?     Might    all 
these  adjectives  apply  to  a  discussion  of  the  self?     Which  seem  most 
necessary  to  the  general  subject  of  the  syllabus? 

2.  Are  there,  in  a  sense,  two  conceptions  or  aspects  of  an  in- 
dividual;  first,   the   'mechanical'   conception,   whereby   the   individual 
is  viewed  simply  as  a  center  of  force,  as  consumer  and  producer,  as 
mover  and  as  obstacle  to  another  individual ;  the  individual  as  he  sees 
himself?     Discuss,  "As   (the)   mechanical  individual  was  defined  and 
distinguished  by  his  spacial  dimensions,  so,  (the)  conscious  or  spiritual 
individual  is  to  be  defined  by  his  meaning  or  purpose."     (Fite) 

3.  In  the  light  of  the  discussion  on  Experience   (Topic  I),  on 
Aims,  Values  and  Interest   (Topics  V,  VI)  and  the  four  Topics  im- 
mediately preceding  this,  show  the  relationship  of  the  two  selves  of 
question  2,  and  their  significance  for  educational  theory.       Discuss, 

— this  present  conscious  act — this  thing  which  I  now  deliberately 
choose  to  do — is  never  the  effect  of  a  cause,  but  the  expression  of  a 
reason."  (Fite) 

4.  Is  the  'mechanical'  individual  co-extensive  with  the  conscious 
individual?     Is  the  'self  of  the  conscious  individual  quite  unlimited 
in  its  scope, — in  time  and  space?     Are  'mechanical'  individuals  mut- 
ually exclusive?     Conscious  individuals?     What  does  this  imply  for 
the  activities  and  conduct  of  each?     What  sort  of  'societies'  respec- 
tively ? 

5.  Have   social   and   ethical   theory   endeavored   to   build   social 
structures  on  the  basis  of  that  interpretation  of  the  individual  here 
called   'mechanical'?     In   what   sense,  and   in   what   instances?     Does 
such   a   conception    (necessarily)    lead   to   the   idea   of   society   as   a 
'struggle'  of  hostile  forces  (i.  e  ,  individuals)  ;  to  a  false  antithesis  of 
the  meaning  of  'individual'  and  'social';  to  the  conception  of  society 
as  a   (static?)   equilibrium  of  forces? 

6.  Does  an  analysis  of  experience,  as  a  matter  of  fact,  disclose 
neither  'individuals'  nor  'society',  as  such,  but  a  group  of  people,  num- 
erically distinct,  engaged  in  activities  which  are  shared  with  one  an- 
other in  varying  degrees?     (Recall   discussion   on  Experience.)      If 
you  analyze  your  experiences  throughout  a  given  period  what  (rough- 
ly) is  the  proportion  of  acts,  thoughts,  motives,  etc.,  which  have  origin 
and  end  in  a  conception  of  your  'self  as  isolated,  unique,  disconnected, 
mechanical?     As  integrated,  interpenetrated,  merged,  co-operative? 

7.  What  qualities  of  original   nature  are  'social'?     What   does 
(mature)    experience  teach  of  the  relative  values  of  individual  and 

49 


social  activity?  In  what  sense  is  progress  attained  by  shared  activity? 
In  what  sense  are  art,  language,  knowledge,  control  of  natural  forces, 
etc. — all  the  product  of  shared  activity?  What  of  thought,  as  such? 
In  what  fundamental  ways  is  educational  theory  concerned  with  the 
nature  and  meaning  of  the  self? 

References. 

I.  Cooley  ( 1 ),  chaps.  V,  VI ;  Hobhouse,  part  I,  chap.  XI ;  Dewey 
(1),  chap.  XXVI;  Kite,  lect.  Ill,  sect.  I  and  II,  lect.  IV,  sects.  Ill 
find  IV;  McDougall,  chaps.  VII  and  VIII;  Edman,  part  11,  chap.  IX; 
Woodworth,  chap.  VIII. 

II.  Baldwin    (1)     (2);    Boaz ;    Cooley    (1);    Dewey    (1)     (2); 
Laird;   Prince;   Stirner;   Tufts;   Santayana ;   Keller;   Kropotkin    (1); 
Bosanquet. 


50 


XVIII.     THE  PROCESS  OF  GROWTH  OF  THE  SELF. 

1.  What  is  the  conception  of  the  self  of  the  primitive  man,  and 
from  what  evidence  do  we  draw  our  conclusions?     What  fusion  with 
the  group;  with  physical  objects?     Is  the  former  due  to  reflective  reali- 
zation that  his  welfare  lies  there,  or  to  what?     What  part  does  the 
nature   of   the   activities,   the   material    and   spiritual   development   of 
the  group  play  in  it? 

2.  Is  the  self  of  a  child  in  any  sense  like  that  of  a   (mature) 
primitive  man?     Is  the  development  of  the  self  of  a  child  to  maturity 
primarily  through  experiences  with  (inanimate)  objects  or  with  other 
human  beings?     In  what  sense  is  a  self  the  index  and  symbol  of  past 
experiences  in  their  organized  aspect? 

3.  Was  the  orginal  nature  of  primitive  man  probably  the  same 
as  that  of  modern  man?     Whence  then,  and  by  what  process  has  the 
modern  idea   (s)   of  self  arisen?     Is  the  modern  self  a  product  of  a 
concomitant  evolution  of  society  and  the  self  in  person?     (Compare 
question  7  of  preceding  Topic). 

4.  Going  into  more  detail,  show  the  mutual  relationships  of  the 
self  and  the   (social)  activities  of  the  following  periods;  early  primi- 
tive, the  Hebrews,  the  Greeks,  the  Romans,  the  Medieval  period,  the 
Renaissance  and  Reformation,  the  recent  modern,  the  contemporary. 
Show   the   effects   of   language,   law,   religious   activities,   the    family, 
custom,  education,  war,  art,  hunting,  city  life,  nationality,  class   (  ?) 
consciousness,  handicrafts,  industry,  science,  thought,    (both  lay  and 
'professional'),  wealth,  division  of  labor,  types  of  government,  etc. 

5.  Discuss,   "Each  of  the  greater  steps   of  progress  is   in   fact 
associated  with  an  increased  measure  of  subordination  of  individual 
competition  to  reproductive  or  social  ends,  and  of  inter-specific  com- 
petition to  co-operative  association."     (Geddes  and  Thomson)   "The 
social   type    inherits    the   earth.     It    does   not   defeat   itself.     It   suc- 
ceeds "     (Hobhouse) 

6.  Does  the  growth  of  a  social  self  imply  the  disintegration  of 
an  individual  self?     (Compare  question  6  of  last  Topic)        Discuss 
"Society  strives  to  transform  the  individual  into  a  mere  organ  of  it- 
self."    (Mikhalovsky)   '      — the  individual  is  the  original  source  and 
constituent  of  all  value ;  and  therefore — there  can  be  no  higher  stan- 
dard of  obligation  for  you  or  for  me  than  that  set  by  our  personal 
ends  and  ideals."  (Fite) 

7.  What  does  the  phrase  'disinterested  action'  imply?     Several 
meanings  ?     Does  the  development  or  possession  of  a  social  self  imply 
disinterested  activity?     W7hat  of  original  nature,  higher  values,  pro- 
gress, etc.?     Does  such  a  phrase  imply  a  false  analysis  of  experience? 
(See  next  Topic  and  compare  Topic  I.) 

51 


8.  Do  all  experiences  go  to  develop  a  social  self?  Have  we,  in 
a  sense,  (or  are  we)  several  selves,  mutually  supplementary?  Anta- 
gonistic? Can  they  (all?)  be  brought  into  co-operation?  What 
agencies  at  the  present  time  are  most  influential  in  forming  the  self 
of  the  growing  human  being?  In  what  directions? 


References. 

I   and   II.     As   for  Topic  XVII.     Also   Shaw;   Russell;   Drake; 
Todd ;  Wallas  ;  Taylor. 


52 


XIX.     THE  UNITY  OF  ALL  EXPERIENCE. 

1.  Is  life  and  experience,  in  any  sense,  a  unity?     Do  we  add 
knowledge  to  habits,  the  sum  to  instincts,  to  that  some  purposes,  etc., 
in  order  to  become  a  self  or  an  individual?     Is  experience  added  to 
experience  to  produce  a  total? 

2.  In  what  sense  does  language  suggest  an  unreal  or  exaggerated 
distinction  between  such  realities  as  man  and  nature,  self  and  environ- 
ment, self  and  society,  self  and  other?     What  is  the  appeal  as  against 
the  suggestions  of  language?     How  has  language  come  to  be  thus, 
in  a  sense,  unrepresentative  of  reality?     (Nature  of  concepts,  etc.) 

3.  Discuss  the  similar  (theoretical,  linguistic)  opposition  of  body 
and  mind,  knowledge  and  practice,  (thought  and  action),  thinking  and 
'doing.'     Is  thought  (and  thinking)   something  done  apart  from  orig- 
inal nature,  not  learned  throught  experience,  not  an  instance  of  inter- 
action with  environment,  not  an  activity  directed,  as  other  activity, 
to  a  concrete  end  or  purpose,  to  obtain  a  given  value?     Discuss,  " 
when  we  study  implicit  bodily  processes  we  are  studying  thought;  just 
as  when  we  study  the  way  a  golfer  stands  in  addressing  his  ball  and 
swinging  his  club  we  are  studying  golf."     (Watson) 

4.  Is  experience  merely  'one  way  of  knowing'?     Whence,  then, 
the  other  ways  of  knowing,  and  what  their  method  and  content  ?  What 
is  'a  priori'  knowledge,  the  evidence  for  it,  its  source,  its  significance 
for  the  process  of  education  ?     How  does  such  a  conception  conflict 
with  the  actual  nature  of  experience  and  the  'growth  of  knowledge'? 
Is  such  a  growth  an  addition  of  this  and  that  knowledge?     Discuss, 
"If  this  progress    (of   experimental   science)    has  demonstrated   any- 
thing, it  is  that  there  is  no  such  thing  as  genuine  knowledge  and  fruit- 
ful understanding  except  as  the  offspring  of  doing/'     (Dewey) 

5.  Discuss,  "  'Experience'  (then)  ceases  to  be  empirical  and  be- 
comes experimental.     Reason  ceases  to  be  a  remote  and  ideal  faculty, 
and  signifies  all  the  resources  by  which  activity  is  made  fruitful  in 
meaning."     (Dewey)    "Thought,   then,   arises   within  the  experience- 
process  (whether  in  the  individual  or  the  race)  out  of  activity,  and  is 
ultimately  for  the  sake  of  activity."     (MacVannel) 

6.  Is   there   the   same    (apparent,   theoretical)    dualism   in   con- 
trasting this  and  the  next  world  (i.  e.,  activity  directed  to  each,)  work 
and  leisure,  individuality  and  authority,  freedom  and  control,  educa- 
tion for  a  later  period  of  life  and  education  for  itself,  now,  education 
for  personal  advantage  and  education  for  social  activity  and  welfare? 
Are  all  these  things  merely  aspects  of  one  and  the  same  process, — 
associated  activity  in  the  general  environment  of  a  society? 

7.  What  of  the  same  process  in  the  school,  itself?     What  of 
abstract  subject  matter,  as  such;  method,  as  such;  preparation  for  a 
still   later  preparation,   etc.  ?     What   of   instrumental   and   immediate 

S3 


values?     Of  knowledge  as  organized  after  acquistion-through-exper- 
ience,  and  as  subject-matter-for-a-(new)-learner  ? 

8.  Recall  the  discussion  on  Science  and  Philosophy.  Discuss, 
"Philosophy  is  (thus)  essentially  a  critique  of  experience."  (Mac- 
Vannel)  "Philosophy  is  thinking  what  the  known  demands  of  us — 
what  responsive  attitude  it  exacts."  (Dewey)  "If  we  are  willing 
to  conceive  education  as  the  process  of  forming  fundamental  disposi- 
tions, intellectual  and  emotional,  toward  nature  and  fellow  men,  phil- 
osophy may  even  be  defined  as  the  general  theory  of  education." 
(Ibid) 

References. 

I  and  II.  As  for  Topics  I  and  II,  on  Experience  and  Its  Organi- 
zation, and  The  Meaning  of  Science  and  of  Philosophy. 


54 


D.     PHILOSOPHY  OF  EDUCATION  AND  SOCIETY. 

Selected  References  for  Section  D, 
Alexander  T  Prussian  Elementary  Schools 

Baldwin  The  Individual  and  Society 

Social  and  Ethical  Interpretations 

The  Super-State  and  the  Eternal  Values 
Bernard  Transition  to  —  Objective  —  Control 

Betts  Social  Principles  of  Education 

Bosanquet  Social  and  International  Ideals 

Brown  Underlying  Principles  of  Modern  Legislation 

Burgess  Function  of  Socialization 

Chapin  Education  and  the  Mores 

Clow  Principles  of   Sociology 

Cooley  Human  Nature  and  the  Social  Order 

Social  Process 

Social  Organization 

Craik  The  State  in  Relation  to  Education 

Cubberley  Public  School  Administration 

Davis  Psychological  Interpretations  of  Society 

Dewey  Democracy  and  Education 

Ethical    Principles   Underlying  Education 

School  and  Society 

Ethics 

Philosophy  and  the  Social  Problem 


Dewey  and  Tufts 

Durant 

Dutton  and  Snedden  Administration  of  Public  Education  — 


Ellwood 
Follett 
Hearnshaw 
Hetherington 

and  Muirhead 
Hobhouse 


Hollister 

Keller 

Kropotkin 

Leary 

Mackenzie 

MacVannel 

Nasmyth 

Ross 

Russell 

Reisner 
Sandiford 
Santayana 
Small 

Sorel 

Tufts 

Wallas 

Walling 

Weyl 

Zenker 


The  Social  Problem 
The  New  State 
Democracy  at  the  Crossways 
Social  Purpose 

Social  Evolution  and  Political  Theory 

Development  and  Purpose 

Morals  in  Evolution 

Administration  of  Education  — 

Societal  Evolution 

Mutual  Aid 

Education  and  Autocracy  in  Russia 

Outlines  of  Social  Philosophy 

Philosophy  of  Education 

Social  Progress  and  the  Darwinian  Theory 

Social  Control 

Why  Men  Fight 

Proposed  Roads  to  Freedom 

Democracy  and  Nationalism  in  Education 

Comparative  Education 

Life  of  Reason,  vol.  II. 

Significance  of  Sociology  for  Ethics 

General   Sociology 

Reflections  on  Violence 

The  Individual  and  His  Relation  to  Society 

The  Great  Society 

Larger  Aspects  of  Socialism 

The  New  Democracy 

Anarchism 

55 


56 


XX.     EVOLUTION  AND  SOCIETY. 

1.  Summarize  the  Topics  of  Section  C,  on  the  Individual,  justi- 
fying,  if  possible,   the   following  statements:     The   evolution   of   the 
individual  is  an  aspect   of   the  evolution  of   society,  and  vice-versa ; 
Mind  is  a  social  not  an  individual  product;  Individual  variations  are 
both  the  product  of  evolution  and  (one  of  the)  agencies  for  the  trans- 
formation of  evolution  into  progress ;  Thinking  is  an  individual  acti- 
vity concerned  with  social  affairs. 

2.  What  is  the  meaning  of  the    (Darwinian)    terms,   variation, 
selection,   adaptation,   transmission?     Give   examples   of   each   in   the 
general  field  of  biology.     What  was  the  method  of  Darwin  in  arriving 
at  his  theory  or  hypothesis  ?     Is  such  a  method  applicable  to  the  social 
(and  educational)  field? 

3.  Show  the  meaning  and  evolutionary  significance  of  reflexes, 
instincts,  emotions,  habits,  memory,  thought,  and  consciousness.     Dis- 
cuss,   in    this    connection,    continuity,    connections    between    events, 
crucial,  purpose,  progress.     What  is  there,  if  anything,  'back  of  the 
evolutionary   process    which    'makes    it   go'?     Is    there   any   evidence 
(theoretic  or  concrete)  of  the  external  creation  and  insertion  of  any 
given   factor, — say,  thought  or  consciousness?     What  significance  to 
your  answer? 

4.  Do  both  history  as  well  as  individual  experience   show  the 
fact  of  variation  in  such  things  as  marriage  customs,  property  laws, 
educational   theories,   etc.?     Both   in   the   same   country    (or  locality) 
at  different  times,  and  in  different  localities  at  the  same  time?     What 
have  been  the  'causes'  of  these  variations?     Is  the  meaning  of  varia- 
tion active  or  passive,  or  both?     Concrete  examples  of  such  varia- 
tions ? 

5.  Are  there  limits  to  the  possible  variations  of   a  custom  or 
institution  in  a  given  society  at  a  given  period  in  its  career?     Is  this 
limitation  connected  with  its  past  history,  its  present  ideals,  values, 
interests,   etc.?     What   about   such   limitations   in   the   case   of   amal- 
gamation with  another  group,  or  after  being  conquered  by  'outsiders'? 

6.  In  what  sense  are  educational  systems,  curriculums,  institu- 
tions concerning  marriage  and  property,  etc.,  adaptations?     To  what 
and  for  what?     Does  thought  or  thinking  play  any  part?     Previous 
experience?     Still    further    (future)    ideals,   values,   etc.?     Does   the 
original  nature  of  man  play  any  part?     Would  it  be  possible  (or  de- 
sirable) for  adaptation  to  proceed  purely  in  terms  of  thought?    What 
are   the  criteria  of   successful   adaptation   in   the   biological   world, — 
in  the  human, — in  the  social-human? 

7.  What  are  the   mutual   relationships   between  adaptation  and 
selection?     What  are  the  factors  of  selection  in  human   (social)   af- 

57 


fairs?  Discuss  war,  conquest,  the  church,  autocracy,  policing,  etc. 
What  hetter  elements  can  he  substituted?  What  of  transmission? 
What  is  the  function  of  the  school  as  an  agency  of  selection,  adapta- 
tion and  transmission?  What  connection  with  the  fact  of  variation? 


References. 

I.  Davis,  chaps.  V,  XI,  XII;  Small   (2),  part  VI;  Cooley   (2), 
chaps.    IV,   V,   XXVIII,   XXIX ;   Ellwood,   chap.    Ill ;    Hetherington 
and  Muirhead,  chap.  II;  Hobhouse  (1),  chaps.  II  to  V,  and  VII,  (2) 
part  I,  chaps.  X,  XI ;  Keller,  Introduction,  chaps.  I  to  V,  and  through- 
out; Mackenzie,  book  I,  chaps.   II,  III;  Kropotkin,  chaps.  I  to  III, 
and  throughout;  Brown,  chap.  IV;  Nasmyth,  parts  I  and  II. 

II.  Bosanquet ;    Burgess;    MacVannel ;    Ross;    Durant;    Small 
(1);  Santayana;  Tufts;  Walling;  Wallas. 


58 


XXL     SOCIAL   CONTROL   AND   SOCIALIZATION. 

1.  In  what  sense  is  there  a  'problem  of  social  control'?    Is  it  the 
same  as  the  'problem  of  socialization'?     Does  the  mere  operation  of 
the  evolutionary  process  through  the  differential  action  of  its  (four) 
factors   itself  bring  about   control?     What  kind,   and  with   reference 
to  what  standards,  etc.  ?     Is  the  process  of  control  itself  open  to  evolu- 
tion?    (Compare  Topic  XX.) 

2.  Is  society,  in  any  of  its  aspects,  actually  uncontrolled?    What 
(many?)  different  competing  agencies  for  control  do  you  find  in  pre- 
sent society?     Do  they  co-operate,  have  they  common  interests,  pur- 
poses, values,  etc.?     What,  in  this  connection  are  'business  interests', 
'political  interests',  etc.?     Do  these  (non  co-operative)  efforts  at  con- 
trol make  for  progress?     Discuss  again,  in  this  connection,  the  mean- 
ing of  the  self. 

3.  Arrange  the  several  competing  agencies  for  social  control  in 
a   system   or  table,   showing  their  comparative  or   relative   efficiency, 
'thoughtfulness',    traditional    ba^es,    connection    with    other    agencies, 
activity,  growth  or  decay,  degree  of  organization,  connection  with  the 
(psychological)   original  nature  of  man,  size  of  the  field  they  reach, 
etc.,  etc. 

4.  What  of  the  theory  that  there  is  no  need  of  social  control, 
i.  e.,  the  'go  as  you  please'  theory?     What  does  this  imply  for  higher 
values,  for  common  interests,  for  society  and  therefore   (immediately 
or  eventually?)   for  the  individual?     What  of  Anarchism  in  this  con- 
nection ? 

5.  Has   any   system   or   method   of   social   control   used   all   the 
factors   involved?     Discuss,   in   this   connection,   original   nature,   his- 
torical knowledge,   (a  system  of)   ideals,  values  and  interest,  concep- 
tion of  progress,  the  nature  of  the  self.     Could  control  become  a  me- 
thod of  'arranging'  situations  in  terms  of  the  above  factors  so  that 
the  correct  response  would  follow?     What  of  habit  in  this  connec- 
tion, rules  and  regulations,  idea-motor  activity,  imitation? 

6.  Discuss    the    significance    of    public   opinion   as   a    means    of 
social    control.     Is    it   adequate,    uniform,    progressive,    scientific,    in- 
clusive?    What  bases,  if  any,  in  original  nature?     Discuss  the  signi- 
ficance and  the  problem  of  minorities  in  this  connection.     What  does 
public   opinion,   historically,    represent?     Does    it   change;    how,   and 
under  what  conditions? 

7.  Discuss  the  significance  of  law  as  a  factor  of  social  control. 
Its  characteristics,  as  above.     Discuss  the  meaning  of  revenge,  repres- 
sion,  fear,  justice,  reform,  etc.,  in  this  connection.     Does  law  build 
on  original  nature,  look  to  the   future?     Should  law   reward   'good' 
conduct  as  well   as  punish   'bad'  ?     How   does   and   how   should   law 

59 


grade   the   offences   against   it?     Discuss,   again,   minorities.     Is    law 
essentially  static  ?     In  both  bases  and  methods  ? 

8.  Discuss,  in  the  same  manner,  religion,  suggestion,  language, 
art.  Is  religion  a  'social'  means  of  control?  Ethics,  morality?  What 
good  and  bad  factors  in  suggestion?  Does  using  the  same  language 
imply  having  the  same  purposes  ?  Discuss, — Art  is  a  medium  of  social 
communication  resulting  in  the  sharing  of  emotions,  feeling  and  at- 
titudes, and  leading,  (sometimes),  to  shared  activity  on  these  bases. 
Sum  up  the  discussion  of  control*  showing  defects  in  the  agencies  thus 
far  considered. 


References. 

I   and   II.     As    for   Topic   XX   and   Bernard;    Cooley    (3)    (1); 
Dewey  (3);  Russell  (1);  Bentley ;  Chapin. 


60 


XXII.     THE  SCHOOL  AS  AN  AGENCY  OF  DYNAMIC 
CONTROL. 

1 .  Are  there,  in  a  sense,  two  kinds  of  control, — control  to  a  stand- 
ard and  control  for  a  purpose, — a  static  and  a  dynamic  control?     Dis- 
cuss the  further  differences  involved  in  the  bases   (psychological  and 
historical)  of  each,  the  conception  of  society  implied  in  each,  the  nature 
of  the  self,  etc. 

2.  Find  instances,  if  possible,  of  each  type  of  control  in  the  his- 
tory of  the  school.     (See  Topic  XII.)     Is  the  school,  (actually?,  po- 
tentially?), the  most  efficient  agency  for  social  control?     Discuss  the 
factors  of  organization,  efficiency,  historical  and  psychological  bases, 
values  desired,  conception  of  society  and  the  individual,  purpose (s), 
co-operation  with  or  antagonism  to  other  agencies  of  social  control, 
etc.     (See  Section  E.) 

3.  Discuss,  "Each  increment  of  social  interference  should  bring 
more  benefit  to  persons  as  members  of  society  than  it  entails  inconven- 
ience to  persons  as  individuals. — Social  interference  should  not  lightly 
excite  against  itself  the  passion  for  Liberty. — Social  interference  should 
respect  the  sentiments  that  are  the  support  of  natural  order. — Social 
interference  should  not  be  so  paternal  as  to  check  the  self-extinction 
of  the  morally  ill-constituted. — Social  interference  should  not  so  limit 
the  struggle  for  existence  as  to  nullify  the  selective  process."  (Ross) 

4.  What  implications  for  the  nature  of  self  and  society  in  the 
first  sentence  of  the  above  question?     What  type  of  selective  process 
and  what  standards  are  implied  in  the  last  sentence  of  that  question? 
Is  the  emphasis  on  present  conformity  (forced)  to  a  system  of  social 
activity  or  on  a  progressive   adaptation    (thoughtful)    to  a   foreseen 
value?    How  would  you  bring  into  line  with  previous  discussions? 

5.  Discuss  Ross'  division  of  the  instruments  of  control  into  (a), 
ethical  and  (b)  political.  What  of  his  classification  of  education  as  un- 
der *b'?    Discuss  the  relative  value  of  the  different  means  of  control 
in  the  presence  of  a  homogeneous  as  opposed  to  a  heterogeneous  pop- 
ulation, uniform  culture  as  opposed  to  class  cultures,  great  economic 
differences  as  opposed  to  small,  etc. 

6.  Recall  the  discussion  on  the  unity  of  experience.  (Topic  XXI.) 
Wras  that  discussion  primarily  psychological  or  historical  ?     What  can 
you  say  of  the  unity  of  experience  in  an  historical  sense?    Is  it  a  fact 
that  certain  ages  achieved  a  greater  actual  unity  in  their  organization  of 
society  and  experience  ?    Which  ages  ?    Can  you  find  any  fundamental 
reasons  for  this?    Was  it,  in  any  sense,  the  result  of  their  philosophy? 

7.  What  of  the  present  age  in  this  respect?    Are  we  living  a  uni- 
fied integrated  life  in  a  unified  (single)  field  of  experience?    Does  this 
contradict,  in  any  sense,  the  conclusions  of  Topic  XXI  ?     Does  the 

61 


present  discussion  account  both  for  the  diversity  of  control  and  its 
inefficiency?  ^'hat  can  the  school  do  with  reference  to  all  these  mat- 
ters? Has  the  school  ever  been  a  center  of  control;  a  unifying  ele- 
ment in  the  experience  process  ;  a  (social)  method  for  the  interpretation 
and  control  of  all  experience?  What  is  possible  in  this  connection? 


References. 

I.  and  II.  As  for  Topics  XX  and  XXI  and  Betts ;  Craik ;  Cubber- 
ley  ;  Hollister ;  Button  and  Snedden  ;  Reisner ;  Hetherington  and  Muir- 
head,  part  II.,  chap.  X;  Mackenzie,  book  II.,  chap.  II;  Dewey  (3)  (2) 
and  (I),  chaps.  1  to  X,  and  throughout. 


62 


XXIII.     INSTITUTIONS  AND  THEIR  SIGNIFICANCE. 

1.  Discuss,  "An  institution  is  simply  a  definite  and  established 
phase  of  the  public  mind,  -    — ,  — often  seeming,  on  account  of  its 
permanence  and  the  visible  customs  and  symbols  in  which  it  is  clothed, 
to  have  a  somewhat  distinct  and    independent    existence."     (Cooley) 
What  is  the  'social  inheritance' ;  how  much  of  your  activity  is  directly 
or  indirectly  concerned  with  it? 

2.  Connect  the  discussion  of  Topic  I,  Experience  and  Its  Organ- 
ization, with  the  present  subject.     Discuss,  'Institutions  are  crystallized 
experience.'     Discuss,  also,  in  this  connection,  the  Self,  Topics  XVII 
and  XVIII.    In  what  sense  do  institutions  represent  a  (current  or  his- 
torical) conception  of  the  self?    What  of  Topics  XX  and  XXI?    Any 
other  connections?    In  what  sense  is  an  institution  a  point  of  converg- 
ence and  of  departure?     Discuss,  here,  the  subject  of  variation,  selec- 
tion, etc. 

3.  Do  institutions  exemplify,  again,  the  apparent  disunity  of  ex- 
perience?    In  what  sense  (real  or  ideal)  could  they  show  the  funda- 
mental unity  of  all  experience?  What  (separate)  institutions  are  prom- 
inent in  Western  civilization?    Which  are  most  dynamic,  most  subject 
to  change,  most  influential,  most  in  line  with  progress,  most  co-opera- 
tive, most  (fundamentally)  necessary  for  the  continuance  of  society? 
Draw  up  a  scheme  of  possible  relationships  and  co-operation  of  several 
of  the  present  institutions.     Co-operative  to  what?     Do  any  institu- 
tions  'stand   alone'?     What   connections   with    Social   Control,   Topic 
XXI? 

4.  Discuss,  " institutions  are  not  separable  entitles,  but  rather  \ 

phases  of  a  common  and  at  least  partly  homogeneous  body  of  thought,     J 

— :  they  are  the  'apperceptive  systems'  or  organized  attitudes  of  the 
public  mind, ."  (Cooley)  W7hat  is  the  present  situation  with  ref- 
erence to  institutions?  Is  the  school,  the  family,  the  state,  etc.,  an  ob- 
ject of  present  thought,  of  efforts  at  reconstruction?  Will  one  change 
for  the  better  (progress)  without  the  other? 

5.  W7hat  is  the  relation  of  original  nature  to  a  given  institution; 
to  its  reconstruction?    May  institutions  'get  out  of  relation'  to  original 
nature?     Is  original  nature  the  only  basis  for  an  institution?     What 
of  aims,  values  and  interest,  shared  activity,  etc.  ?     In  what  sense  are 
'bad'  institutions  the  result  or  the  product  of  an  incorrect  analysis  of 
experience,  of  incorrect  projection  of  that  experience  in  the  form  of  in- 
consequential aims,  values,  etc.?     Discuss,  "A  man  is  no  man  at  all 
if  he  is  merely  a  piece  of  an  institution;  he  must  stand  also  for  human 
nature,  for  the  instinctive,  the  plastic  and  the  ideal."  (Cooley) 

6.  What  implications   for  different  aspects  of  the  general  sub- 
ject, already  discussed,  in  the  following:  "The  slowness  of  an  insti- 
tution is  compensated  by  its  capacity  for  age-long  cumulative  growth, 

63 


and  in  this  way  it  may  outstrip,  even  morally,  the  ordinary  achievements 

of  individuals .  -  Individuality,  provided  it  be  in  harness, 

is  the  life  of  institutions,  all  vigor  and  adaptabilitv  depending  upon 
it."     (Cooley) 

7.  Discuss  the  implications  of  all  the  above  for  educational  the- 
ory. What  is  the  relation  of  the  school  to  family,  church,  industry,  state, 
property,  etc.  ?  What  implications  for  curriculum,  methods,  results, 

knowledge,    teachers,    aims,   values,    ideals,   etc.  ?      Discuss,   " the 

measure  of  the  worth  of  any  social  institution,  -  — - — ,  is  its  effect  in 
enlarging  and  improving  experience; —      '   (Dewey) 


References. 

I.  and  II.  As  for  XX  to  XXII  and  Dewey  and  Tufts,  part  III; 
Mackenzie,  parts  II  and  III;  Hetherington  and  Muirhead,  par*;  II; 
Brown.  Prologue,  and  chaps.  I,  II ;  Weyl. 


64 


XXIV.     MORALITY  AS  A  TYPE  OF  CONDUCT. 

1.  Is  all  conduct  or  behavior  moral?     If  it  involves  others?    If 
it  has  been  Voluntarily'  done?     If  it  manifests  'character'?     Give  ex- 
amples.   Is  it  a  question  of  values,  of  aims?    Of  comparison  and  selec- 
tion of  such  aims  or  values  ?    Discuss,  showing  implications,  "Conduct 
as  moral  may  be  defined  as  activity  called  forth  and  directed  by  ideas 
of  value  or  worth  where  the  values  concerned  are  so  mutually  incom- 
patible as  to  require  consideration  .and  selection  before  an  overt  action 
is  entered  upon."     (Dewey) 

2.  Discuss  activity  based   (purely)   on  original  nature,  on  habit 
and  training,  on  thought,  on  compulsion,  etc.,  in  this  connection.     Is 
early  primitive  group  conduct  moral  in  the  same  sense  as  that  taken 
in  the  quotation  of  question  1  ?     In  what  sense  does  conduct  based 
on,    (a)    instinct   and   fundamental   needs,    (b)    standards   of   society 
followed   largely   through   habit,    (c)    reflection,   social   criticism   and 
merging  of  self-interests  with  those  of  society,  represent  a  progressive 
rise  in  the  level  and  worthiness  of  conduct?     (Tufts) 

3.  What,  in  Sumner's  sense  of  the  term,  are  the  -mores'?     To 
which  of  the  above  levels  do  they  belong?    What  of  our  present  insti- 
tutions from  this  point  of  view?     Discuss,  "Each  individual  is  born 
into  them  (the  mores)  as  he  is  born  into  the  atmosphere,  and  he  does 
not  reflect  on  them,  or  criticise  them —     — .     Each  one  is  subjected 
to  the  influence  of  the  mores,  and  formed  by  them,  before  he  is  capable 
of  reasoning  about  them.  -  They  have  nothing  to  do  with  wliat 
ought  to  be,  will  be,  may  be,  or  once  was,  if  it  is  not  now."     (Sumner) 

4.  Is  the  advance  from  level  'b'  to  V  of  question  2,  in  a  sense, 
the  occasion  of  (some  of  the)  dualism (s)  in  modern  thought,  i.  e.,  the 
opposition  of  group  and  individual,  progress  and  order,  habit  and  ideals, 
authority  and  freedom,  etc.     (Recall  Topics  XVII  and  XVIII)     What 
is  the  significance  of  the  separation  of  'conduct'  and  'character/  'mo- 
tive' and  'consequences'?     Recall,  again,  discussion  on  the  unity  of 
(all)   experience.      (Topic  XIX)     In  what  sense  do  the  theories  of 
'utilitarianism'  (in  morality)  and  the  'good  will'  (of  Kant)  represent 
opposite  extremes? 

5.  Discuss,  "Probably  there  is  no  antithesis  more  often  set  up 
in  moral  discussion  than  that  between  acting  from  'principle'  and  from 
'interest.'"  (Dewey)     What  conclusions  are  drawn  from  each  of  the 
above  hypotheses,  and  what  errors  in  the  analysis  of  the  self  and  its 
relations  are  involved? 

6.  Does  knowledge  of  the  'good'  or  the  moral  involve  consequent 
action  in  conformity  with  it?    Whence  comes  our  knowledge  of  good 
or  moral?    Are  there  two  senses  of  the  word  'knowledge'  here?    Dis- 
cuss, " it  is  knowledge  gained  at  first  hand  through  the  exigen- 
cies of  experience  which  affects  conduct  in  significant  ways."  (Dewey) 

65 


What  deductions  for  the  'teaching'  of  morals  in  the  school,  for  lec- 
tures 'about'  morals,  for  the  concrete  organization  of  school  life  and 
activity  ? 

7.  Sum  up  the  discussion  on  morality  as  a  type  of  conduct.  Dis- 
cuss, " morals  are  as  broad  as  acts  which  concern  our  relation- 
ships with  others.  And  potentially  this  includes  all  our  acts,  even 
though  their  social  bearing  may  not  be  thought  of  at  the  time  of  per- 
formance. —  -  The  moral  and  the  social  quality  of  conduct  are,  in 
the  last  analysis,  identical  with  each  other."  (Dewey) 


References. 

I.  and  II.  As  for  Topics  XX  to  XXIII  and  Dewey  and  Tufts, 
parts  I  and  II;  Dewey  (1),  chaps.  XXIV  to  XXVI;  Baldwin  (1) 
(2)  (3). 


66 


XXV.     SOCIETY  AND  THE  STATE. 

1.  Distinguish  such  terms  as, — community,   (a)  people,  country, 
race,  nation  (ality),  government,  state,  society.     In  what  sense  is  the 
state  the  most  inclusive  of  all  institutions  ?     Is  the  state  synonymous 
with  society?     List  what  characteristic  differences  you  find.     Is  the 
state  'natural'?     What  process (es)  brought  it  about?    Are  there  dif- 
ferent 'forms'  of  the  state?    Is  the  state  the  mere  summation  of  other 
institutions  ? 

2.  Does  the  state,  in  any  sense,  (actual  or  idea)  unify  all   (so- 
cial)  experience?     Is  it  a  'compulsory'  mode  of  association?     What 
implications?    Does  it  allow  for  (individual)  variations,  experimenta- 
tion, progress?    Discuss  the  state  as, —  (a)  a  superpersonal  entity,  (b) 
an  impersonal  power,   (e)  a  mechanism  for  the  carrying  out  of  aims 
and  purposes,  social  or  personal,   (d)   a  natural  mode  of  association 
with  specific  functions  and  value. 

3.  Discuss  the  state  in  connection  with,  (a)  morality,  (b)  social 
control,  (c)  as  a  source  of  aims,  values,  etc.,  (d)  a  court  of  appeal,  (e) 
as  a  crystallization  of  the  past.     Is  the  state  a  necessary  institution 
for  modern  society?    Will  it  always  be  so?    What  opposing  opinions 
in  this  matter? 

4.  Discuss,  in  connection  with  the  apparent  opposition  of  the  in- 
dividual and  the  state, —         — this  antithesis  between  the  rights  of  the 
individual  and  the  welfare  of  the  state,  between  liberty  as  such  and  re- 
straint as  such,  appears  to  be  a  false  antithesis."     (Hobhouse)  What 

is  the  meaning  of  'liberty  as  such'?    Discuss,  "There  are,  ,  no 

absolutists  of  liberty ;  -  The  goal  is  never  liberty,  but  liberty 

for  something  or  other.     For  liberty  is  a  condition  under  which  activ- 
ity takes  place, —      — ."     (Lippman) 

5.  What,  then,  might  be  stated  as  the  function  of  the  state,  from 
the  above  point  of  view  ?    What  activities  might  the  state  require,  per- 
mit, encourage?    What,  if  anything,  is  to  control  and  direct  the  state? 
What  methods,  historically,  have  been  used  ?    Discuss,  again,  the  ques- 
tion of  variations.     What,  in  connection  with  the  state,  is  the  problem 
of  minorities?    What  other  associated  problems  are  involved?    What 
of  the  function  of  thought? 

6.  In  what  several  ways  is  the  modern  state  essentially  different 
from  that  of  the  Greek  cities  of  the  5th  century  B.  C.  ?    In  what  sense 
might  the  latter  be  called  a  'positive'  state?     Discuss,  "        -  in  fifth- 
century  Athens,  the  State  was  the  living  and  palpable  center  of  all 
human  interest,  and  every  social  activity  was  a  form  of  political  life." 
(iletherington)      What  have  been  the  causes  of  the  change  in  the 
modern  state?    What  present  influences  of  this  earlier  state? 


7.     What  is  the  connection  of  the  state  and  education?    Are  the 
purposes  of  the  state  and  the  school  the  same?      Does  this  imply  that 


67 


the.  school  is  an  instrument  of  the  state  ?  Should  the  state  dictate  edu- 
cational aims  and  values,  methods  and  curriculum?  The  formulation 
of  an  educational  theory?  If  the  school,  through  its  experts,  decides 
these  matters,  what  implication  for  the  state  ?  Discuss  the  relations  of 
state  and  school  in  Germany  and  Russia. 

8.  •  What  of  compulsory  education,  private  schools,  the  age  for 
compulsory  education,  types  and  grades  of  education,  fees,  training 
of  teachers,  administration  of  schools,  taxes  in  connection  with  educa- 
tion, education  for  'citizenship,'  vocational  education,  etc.,  etc.,  from 
the  point  of  view  developed  here? 


References. 

I.  and  II.     As  for  Topics  XX  to  XXIV,  and  Alexander;  Leary. 
See  a^so  Topics  I,  II  and  XIX. 


68 


XXVI.     DEMOCRACY  AND  ITS  CRITICS. 

1.  Discuss  democracy  as,  (a)  a  form  of  government,  (b)  a  form 
of  state,  (c)  a  type  of  society.     Which  is  prior,  which  most  import- 
ant?   Does  any  one  of  the  forms  necessarily  imply  the  other(s)  ?  Give 
examples    (historical)    of   a,  b  and  c.     Discuss  the  meaning  of   rep- 
resentation (political)  and  show  some  of  its  implications.     What  lim- 
itations to  each  of  the   forms  above? 

2.  Is  democracy  merely  an  ideal,  a  Utopia?     Discuss  the  impli- 
cations in  this  connection  for  aims,  values,  original  nature,  the  self,  etc. 
Is  democracy  a  goal  to  be  attained,  or  an  activity  to  be  shared?    Discuss, 
"Democracy  -          -  is  primarily  a  mode  of  associated  living,  of  con- 
joint communicated  experience."     (Dewey)     Compare  Topic  VI,  Im- 
plications of  a  Theory  of  Education. 

3.  Discuss,  "A  democratic  society  is  merely  one  in  which  the 
principle  of  equality  is  strong,  and  in  which  the  principle  of  equality 
prevails."     (Hearnshaw)   "The  essence  of  democracy  is  the  equality 
of  men's  material  and  social  conditions."     (Crozier)     " there  ex- 

jsts  a  general  equality  of  rights,  and  a  similarity  of  conditions,  of 
thoughts,  of  sentiments,  and  of  ideals."  (Dicey)  What  is  the  appar- 
ent meaning  of  'equality,'  'rights,'  'conditions,'  and  their  implications? 

4.  Discuss,  as  presuppositions  or  "postulates  of   (political)   de- 
mocracy," the   following;   "(a)   the   fundamental  honesty  of   men  in 
general,   (b)  the  practical  common  sense  of  men  in  general,   (c)  the 
solidarity  of  the  community,    (d)   the  existence    of  a  general    will." 
(Hearnshaw)     On  what  do  these  factors  depend?     Is  it  a  matter  of 
original  nature,  learning,  the  operation  of  an  educational  theory  and 
practice,  the  existence  of  common  habits,  knowledge  and  attitudes,  or 
what? 

5.  Discuss,  as  'defects  of   (political)  democracy,'  the  following: 
(a)  failure  to  secure  competent  leaders,  (b)  failure  to  lay  down  sound 
lines  of  procedure,  (c)  excessive  interference  in  detail  by  the  elector- 
ate,  (d)   insubordination  and  anarchy,   (e)  corruption.     (See  Hearn- 
shaw)    Examine  as  for  question  4.     Is  the  whole  problem  a  matter 
of  a  better  conception  of  education,  a  better  analysis  of  experience,  a 
greater  sharing  of  activity,  a  greater  community  of  thought  and  expe- 
rience ? 

6.  Discuss,  with  reference  to  aims  and  values,  the  nature  of  ex- 
perience, the  unity  of  experience,  the  relationship  of  society  and  its 
inter-associated  members,  etc.,  the  platforms  of  such  current  criticisms 
of  democracy  as  syndicalism,  (the  role  of  instinct,  violence,  etc.)   (So- 
rel),  anarchism,  (the  magnification  of  individualistic  aspects  of  experi- 
ence)  (Zenker),  Bolshevism,  (with  exaggerated  emphasis  on  economic 
aspects  of  experience,  and  class  struggle)  (Lenin),  Prussianism,  (with 
its  stratification  of  society,  and  imposed  aims  and  values)    (Russia, 
Germany). 

69 


7.     Discuss,  "—        -  in  the  degree  in  which  society  has  become 
democratic,  social  organization  means  utilization  of  the  specific  and 

variable  qualities  of  individuals, "  (Dewey)     Discuss  democracy 

in  connection  with  the  (ideal?)  movement  toward  a  world-society. 
\Yhat  would  this  presuppose  and  imply?  Discuss,  "The  emphasis  must 
be  put  upon  whatever  binds  people  together  in  co-operative  human 
pursuits  and  results,  apart  from  geographical  limitations."  (Dewey) 


References. 

I.  and  II.  As  for  Topics  XX  to  XXV  and  Sorel ;  Zenker;  Rus- 
sell (2)  ;  Hearnshaw,  chaps.  I  to  III,  IX  to  XI,  and  throughout ;  Weyl 
book  II;  Dewey  (1),  chap.  VII.  and  throughout. 


70 


E.    -PHILOSOPHY  OF  EDUCATION  AND  THE  SCHOOL. 


Bagley 


Betts 
Bloomfield 

Carl  ton 

Chapin 

Clow 

Colvin 

Coover 

Curtis 

Dewey 


Flexner 

Heck 

Henderson  E  N 

Hollingsworth 

Kilpartick 

King 

Kirkpatrick 
Lee 

Mayo-Smith 
McMurray 


MacVannel 
Monroe  P 
Monroe  W  S 
Monroe,  etc., 
Moore 
Norsworthy  and 

Whitley 
Rowe 


Sandiford 
Snedden 

Starch 
Strayer  and 

Norsworthy 
Tead 
Terman 
Thorndike 
Woodworth 


Selected  References  for  Section  E. 

School  Discipline 

The  Educative  Process 

Social  Principles  of  Education 

Vocational   Guidance  of  Youth 

Readings  in  Vocational  Guidance 

Education  and  Industrial  Evolution 

Education  and  the  Mores 

Principles  of  Sociology,  etc. 

The  Learning  Process 

Formal  Discipline 

Education  Through  Play 

Democracy  and  Education 

School  and  Society 

The  Child  and  the  Curriculum 

Ethical  Principles  Underlying  Education 

A  Modern  School 

Mental  Discipline  and  Educational  Values 

Principles  of  Education 

Vocational  Psychology 

The  Project  Method 

Education  for  Social  Efficiency 

Social  Aspects  of  Education 

The  Individual  in  the  Making 

Play  in  Education 

Statistics  and  Sociology 

Elements  of  General  Method 

Method  of  the  Recitation 

Philosophy  of  Education 

Principles  of  Secondary  Education 

Measuring  the  Results  of  Teaching 

Educational  Tests  and  Measurements 

What  Is  Education? 

Psychology  of  Childhood 

Habit  Formation  and  -  -  Teaching 

Statistical  Methods  Applied  to  Education 

Comparative  Education 

Vocational  Education 

Educational  Sociology 

Educational  Measurements 

How  to  Teach 

The  Instincts  in  Industry 
The  Measurement  of  Intelligence 
Educational  Psychology  (Briefer  Course) 
Dynamic  Psychology 


(For  additional  readings  on  Measurements  and  for  titles  on  Ad- 
ministration, and  on  the  teaching  of  the  various  subjects  of  the  cur- 
riculum, see  general  Bibliography.) 

71 


72 


XXVII.     EXPERIENCE  AND  THE  SCHOOL:  I;  LEARNING 

AND  LIVING. 

1.  Summarize,  with  immediate  reference  to  the  school,  the  con" 
elusions  concerning  experience  and  its  organization,  (Topics  I  and  II), 
the  meaning  of  education  and  its   (theoretical)   implications,    (Topics 
III  to  VII),  the  nature  and  criteria  of  progress,  (Topics  VIII  to  XII), 
the  original  and  acquired  nature  of  man,  (Topics  XIII  to  XIX),  and 
the  nature  (democratic)  of  the  correlated  activity  of  the  individual  and 
society,   (Topics  XX  to  XXVI).     Make  as  brief  a  statement  of  the 
facts,  theories  and  problems  involved  as  possible. 

2.  In  what  sense  is  the  opposition  of  'school'  and  'life'  an  ex- 
ample of  (a  false)  dualism  in  the  analysis  of  experience  or  in  the  pres- 
ent structure  of  society?     Has  this  opposition  always  been  present  in 
(the  history  of)  education?     Accepting  the  above  dualism,  would  so- 
called  'life,'  as  at  present  constituted,  fittingly  educate  a  member  of 
society;  would  the  'school'  do  so?     What  does  this  imply  as  to  the 
meaning  of  school,  education,  life? 

3.  Show   the   relation  of   the   so-called   'complexity'   of   modern 
life,  of  the  endless  division  and  sub-division  of  labor,  of  the  growth  in 
size  of  communities,  the  differentiation  of  centers  of  production  and 
consumption  (city  and  country),  the  over- valuation  of  'book-learning' 
(second-hand    experience),    the    distinction    (forced?)    between   play 
and  work  in  the  life  of  the  child,  the  idea  of  discipline  and  'training' 
subjects,  etc.,  etc.,  to  the  problem  of  question  2. 

4.  Contrast  early  American   Colonial   life  with  present  society, 
and  show  the  relatively  different  values  of  'school'  and  'life'  for  the 
purpose  of  an  education  in  each  of  them.     What  of  original  nature, 
shared  activity  (having  significance),  aims,  motives,  ideals,  values,  etc  , 
in  each  case  ?    Discuss.  "No  number  of  object-lessons,  got  up  as  object- 
lessons  for  the  sake  of  giving  information,  can  afford  even  the  shadow 
of  a  substitute  for  acquaintance  with  the  plants  and  animals  of  the 
farm  and  garden  acquired  through  actual  living  among  them  and  car- 
ing for  them."  (Dewey) 

5.  In  what  sense  is  the  school  (necessarily?)  a  'selected'  environ- 
ment ?    Can  or  should  the  school  be  a  miniature  society  as  like  the  'out- 
side' world  as  possible?     If  'selected,'  what  is  the  basis  for  deciding 
to  include  or  omit  a  given  experience,  situation,  or  activity?     (See  also 
Topic  XXVIII.)     Is  the  school  environment  more  'condensed,'  more 
'organized/  'richer?'     Give  examples  to  justify  your  answer. 

6.  In  what   (restricted)   sense  is  education  a  matter  of  mutual 
relationships  in  the  'school'  between  the  teacher,  the  child  and  the 
subject  matter?    Which  has  been,  which  should  be,  the  'center  of  grav- 
ity' of  the  whole  process?     Give  examples,  involving  all  three  of  the 
above  elements  and  showing  the  different  possible  results,  methods, 

73 


etc.,  implied.     (Recall  discussion  on  the  unity  of  experience.)     What 
of  family  life  in  this  connection?     The  hours  of   (free)  play? 

7.  Discuss,  "Hence  the  need  of  a  school.  In  this  school  the  life 
of  the  child  becomes  the  all-controlling  aim.  All  the  media  necessary 
to  further  the  growth  of  the  child  center  there.  Learning?  certainly, 
but  living  primarily,  and  learning  through  and  in  relation  to  this  liv- 
ing." (Dewey)  Give  examples  of  this  'living-learning'  process. 


References 

I.  As  for  the  Topics  listed  in  question  1,  and  as  follows:  Dewey 
(1),  chaps.  IX,  XIX  to  XXI  and  XXIV;  (2),  chaps.  I  and  II ;  (3)  and 
(4),   throughout;   Flexner,   throughout;   Henderson,   chaps.   XXV  to 
XXVIII ;  MacVannel,  chaps.  VI  to  XI ;  Chapin,  throughout ;  Sneti- 
den  (2),  part  I. 

II.  As  for  Topics  of  question  1,  and  as  follows:  Betts ;  Carlton; 
King   (1)    (2);   Monroe   P;   Kirkpatrick ;   Clow;   Moore;   Sandiford; 
Strayer  and  Norsworthy. 


74 


XXVIIL     EXPERIENCE  AND  THE  SCHOOL:  II;  THE  RECI- 
TATION. 

1.  What  is  the  usual  signficance  of  the  term  'recitation?'     What 
has  been  the  usual  standard  of   a  'good'   recitation?     To  whom  has 
the  recitation  been,  usually,  directed,  and  with  what  aims  on  the  part 
of  the  student  ?    In  what  ways  has  the  recitation  besn  changed  ;  every- 
where;  in  all  subjects? 

2.  In  what  sense  is  the  class-room  a  society?     How  would  you 
arrange  matters  to  bring  out  its  social  nature?     What  of  shared  a<r 
tivity,  original  nature,  the  process  of  the  development  of  the  self,  the 
acquisition  of  language  habits,  the  utilization  of  abilities  and  knowl- 
edge, reward   for  ability,  etc.,  etc.,  in  this  connection?     Is  the  class- 
room, also,  a  democratic  society?    \Vhat  implications? 

3.  Discuss  the  writing  of  compositions,  reading,  the  study  of  his- 
tory and  geography,  science,  the  acquisition  and  use  of  mathematics, 
manual  subjects,  occupations,  the  classics,  etc.,  from  the  point  of  view 
of  the  social  recitation.     Outline,  roughly,  the  content  of  each  of  these 
subjects,  the  purpose  (immediate  and  instrumental)  which  they  are  to 
serve,  the  conduct  of  the  lesson  hour  ('recitation'),  the  relative  activity 
of  class  and  individual  student,  the  function  of  the  teacher,  the  method 
of  grading  or  marking,  etc.     (See  also  following  Topics) 

4.  Recall,  again,  Topics  on  the  nature  of  experience.     In  what 
sense  is  present  experience  (in  part)  a  process  of  meeting  and  solving 
difficulties  that  have  significance  with  reference  both  to  past  experi- 
ences and  present  aims  and  purposes?     In  solving  such  felt  and  sig- 
nificant difficulties,  i.  e.,  in  bringing  about  foreseen  and~desirable  changes 
in  experience,  what  is  the  normal  process?     Show  the  steps  by  which 
you  solve  an  actual  concrete  difficulty  in  normal  (social)  life.    Is  (all) 
your  pertinent  material  gathered  for  you,  the  aims  and  purposes  im- 
posed on  you? 

5.  Discuss  the  'problem'  method,  and  the  'project'  method.     (See 
Kilpatrick)     Whence  are  to  come  the  'projects';  how  are  they  to  be 
organized,  controlled ;  how  far  are  they  to  be  pursued ;  what  will  they 
demand  of  school  arrangements  and  customs ;  what  about  text-books, 
courses  of  study,  grading,  promotion,  etc. ;  what  kinds  of  material  will 
be  needed  in  school ;  what  about  'separate'  studies ;  the  transition  from 
the  present  standards ;  the  function  of  the  teacher,  etc.  ?    Outline  some 
projects  in  the  various  (present)  subjects  of  the  curriculum. 

6.  Discuss,  again,  in  this  connection,  the  opposition  between  'do- 
ing' and  'knowing,'  'body'  and  'mind.'      (See  Topic  XIX)      Discuss, 
"Experience  is  primarily  an  active-passive  affair;  it  is  not  primarily 
cognitive.     (But)  the  measure  of  the  value  of  an  experience  lies  in  the 
perception  of  relationships  or  continuities  to  which  it  leads  up.     It  in- 
cludes cognition  in  the  degree  in  which  it  is  cumulative  or  amounts  to 

75 


something,  or  has  meaning."  (Dewey)  What  have  been  the  results 
in  educational  practice  (school'room  procedure)  through  lack  of  un- 
derstanding of  the  above? 

7.  Does  the  above  mean  that  experience  is  (all  or  primarily)  a 
motor  (overt)  matter?  Has  thinking  and  thought  no  place  in  all  ed- 
ucation? Discuss,  "Thought  or  reflection,  —  — ,  is  the  discernment 
of  the  relation  between  what  we  try  to  do  and  what  happens  in  conse- 
quence, o  experience  having  a  meaning  is  possible  without  some  ele- 
ment of  thought.  -  -  It  (thinking)  makes  it  possible  to  act  with 
an  end  in  view."  (Dewey) 


References 

I.  and  II.  As  for  Topic  XXVII  and  as  follows:  Colvin;  Coover; 
Kilpatrick;  McMurray  (1)  (2)  ;  Thorndike ;  Woodworth ;  Norsworthy 
and  Whitley. 


76 


XXIX.     EXPERIENCE  AND  THE  SCHOOL:  III;  MORALITY. 

1.  Recall  the  discussion  of  Topic  XXIV,  on   Morality.     What 
were  the  general  conclusions  there  reached  as  to  its  nature  and  its  con- 
nection with  the  school?     Discuss,  "It  is  clear  that  there  cannot  be 
two  sets  of  ethical  principles,  -        — ,  one  for  life  in  the  school,  and 
the  other  for  life  outside  of  the  school.     As  conduct  is  one,  the  prin- 
ciples of  conduct  are  one  also."     (Dewey) 

2.  How  differentiate  between  conduct,    psychologically    consid- 
ered, and  socially  considered?     What  different  points (s)   of  view  in- 
volved?    What  implications  of  each  for  the  school?     Discuss,  "It  is 
not  the  mere  individual  as  an  individual  who  -          -  establishes  the 
final  end,  or  furnishes  the  final  standards  of  worth.    But  when  we  come 
to  the  question  of  how  the  individual  is  to  meet  the  moral  demands, 
of  how  he  is  to  realize  the  values  within  himself,  the  question  is  one 
which  concerns  the  individual  as  an  agent."     (ibid) 

3.  In  view  of  the  conclusions  on  imitation  and  ideo-motor  action, 
(Topic  XV)   what  are  the  implications  of  questions  1  and  2  for  the 
school  and  class-room  procedure?     Discuss,  "Excepting  in  so  far  as 
the  school  is  an  embryonic  yet  typical  community  life,  moral  training 
must  be  partly  pathological  and  partly  formal."     (ibid)     Should  there, 
then,  be  the  same   (psychological)   motive  for  conduct  in  the  school, 
and  the  same   (social)   standard  of  judgment?     What  of  the  reward 
(and  punishment?)  of  school  conduct?    What  of  the  process  or  ma- 
chinery of  judgment? 

4.  Discuss   from  the  point  of  view  of    ('moral')   conduct, — the 
recitation,  (See  Topics  XXVII  and  XVIII),  play,  games,  teams  (de" 
bating,  athletics,  etc.),  'marks/  approval  and  disapproval  (both  by  the 
teacher  and  the  class),  punishment,  etc.     Discuss,  *'—        -  it  is  neces- 
sary that  the  child  should  gradually  grow  out  of  this  relatively  external 
motive,  into  an  appreciation  of  the  social  value  of  what  he  has  to  do 

for  its  own  sake,  and  because  of  its  relations  to  life  as  a  whole, ." 

(ibid) 

5.  From  the  point  of  view   of  the  present  discussion,  outline, 
briefly,  a  'recitation'  in  the  several  subjects  of  the  present  curriculum, 
bringing  out  the  moral  'principles'  involved.     What  would  you  expect 
a  child   (or  a  high-school  student)   to  learn  from  history,  geography, 
mathematics,  languages    (modern  and  ancient),  manual  work,  draw- 
ing, English,  etc.,  that  would  function  in  significant  (social)  conduct? 
Would  any  of  the  so-called  'virtues'  be  a  product?     Should  mathe- 
matics carry  a  'moral'  of  'honesty,'  history  a  'moral'  of  perseverance 
or  patriotism  ? 

6.  Discuss  the  "moral  trinity  of  the  school.    The  demand  is  for 
social  intelligence,  social  power,  and  social  interests.     Our  resources 
are  (1)  the  life  of  the  school  as  a  social  institution  in  itself;  (2)  meth- 

77 


ods  of  learning  and  of  doing  work;  and  (3)  the  school  studies  or  cur- 
riculum." (ibid)  Connect  with  the  previous  discussion  on  original 
human  nature  and  on  institutions.  (Topics  XIII  and  XXIII)  Discuss, 
"The  fundamental  bond  of  social  life  is,  then,  none  other  than  morality, 
which  consists  essentially  in  the  presence  of  some  phase  of  the  social 
purpose  as  a  moving  ideal  before  the  individual  mind;  -  — ."  (Mac- 
Vannel) 

References 

I.  and  II.    As  for  Topics  XXVII  and  XXVIII.    Also,  Dewey  (1), 
chap.  XXVI ;  Henderson,  chap.  XVIII. 


78 


XXX.       EXPERIENCE    AND    THE    SCHOOL:    IV;  METHOD 
AND  DISCIPLINE. 

1.  Did  question  5  of  Topic  XXVIII  discuss  the  subject  of  meth- 
od in  all  its  aspects  ?    Was  Topic  XXIX,  on  Moraliiy,  in  any  sense,  a 
discussion  on  method?     Is  morality  a  'method'  of  living?     Does  the 
school  'teach'  it  ?    In  what  sense  may  the  school  be  expected  to  develop 
not  only  a  (general)  method  of  living,  but  also  a  (general?)  method  of 
thinking,  of  meeting  new  experiences,  of  reacting  to  new  situations? 
Has  'method'  in  the  school-room  any  relation  to  a  'way  of  living'  in 
society?    What  of  Democracy  as  well  as  morality? 

2.  Discuss,  "If  we  conceive  activities  as  ranging  on  a  scale  irom 
those  performed  under  dire  compulsion  up  to  those  into  which  one 
puts  his  'whole  heart,'  the  argument  (herein  made)   restricts  the  term 
'project'  or  purposeful  act  to  the  upper  portions  of  the  scale.  - 

the  resulting  concept  -  -  demands,  generally  speaking,  the  social 
situation  both  for  its  practical  working  and  for  the  comparative  valua- 
tion of  proffered  projects."  (Kilpatrick) 

3.  Sum  up  the  results  of  previous  discussions  relative  to  the  fol- 
lowing:   The  concept(ion)  of  a  'project'  unifies  a  number  of  "import- 
ant related  aspects  of  the  educative  process.     Such  a  concept,  - 
must  -         -  emphasize  the  factor  of  action,  preferably  whole-hearted 
vigorous  activity.     It  must  at  the  same  time  provide  a  place  for  the 
adequate  utilization  of  the  laws  of  learning,  and  no  less  for  the  essen- 
tial elements  of  the  ethical  quality  of  conduct.     The  last  named  looks 
of  course  to  the  social  situation  as  well  as  to  the  individual  attitude. 
Along  with  these  should  go,  -        — ,  the  important  generalization  that 
education  is  life  -      -  so  easy  to  say  and  so  hard  to  delimit."   (Kil- 
patrick) 

4.  Does  the  above  and  its  implications    connect    'method  in  the 
school'  and  a  'way  of  associated  living'  in  the  life  of  society  in  its  larg- 
est sense?     Show  the  connection  with  the  discussion  on  Democracy 
and  on  Morality.     (Topics  XXVI  and  XXIX)     Do    we    make    and 
carry  out  projects'  (as  above)  in  normal  democratic  society?     Are  all 
our  actions  such?     Could  they  be?    What  of  institutions  in  this  con- 
nection?    Discuss  the  different  'Types'  of  project,  in  school  and  out. 

5.  What  does  Kilpatrick  mean  by  'associate'  and  'concomitant' 
responses?     Show  the  relation  of  the  laws  of  learning  to  these  re- 
sponses.   What  of  the  'heartiness'  or  'wholeheartedness'  in  this  connec- 
tion?    Discuss,  "Any  activity  -      -  beyond  the  barest  physical  wants 

-  which  does  not  (thus)  'lead  on'  becomes  in  time  stale  and  flat. 
Such  'leading  on'  means  that  the  individual  has  been  modified  so  that 
he  sees  what  before  he  did  not  see  or  does  what  before  he  could  not 
do.  But  this  is  exactly  to  say  that  the  activity  has  had  an  educational 
effect."  (Kilpatrick)' 

79 


6.  What,  in  contrast  to  the  above,  is  the  theory  of  'formal  disci- 
pline?' Is  the  above  'formal?'  Does  it  'carry  over'  to  other  than  the 
material  of  original  practice  and  acquaintanceship?  What  of  the  unity 
of  experience  in  this  connection  and  the  discussion  on  thought  and 
thinking?  Discuss,  "But  the  theory  in  question  (formal  discipline) 

takes,  as  it  were,  a  short  cut ;  it  regards  some  powers  as  the 

direct  aims  of  instruction,  and  not  simply  as  the  results  of  growth." 
(Dewey)  What  are  the  so-called  'powers'  of  the  mind  and  what  does 
such  an  (dualistic)  analysis  of  experience  imply  for  the  psychology  on 
which  it  is  based?  Does  'formal  discipline'  separate  method  and  sub- 
ject matter?  Does  the  concept  of  the  project?  Has  formal  discipline 
a  social  value;  a  democratic  significance? 


References 

I.  and  II.     As  for  Topics  XXVII  and  XXVIII.     Also,  Dewey 
(1),  chaps.  XI  to  XIV,  XXII,  XXV  and  XXVI. 


80 


XXXI.     PROPORTIONED  VALUES  AND  INTERESTS. 

1.  Recall  the  discussion  on  original  nature,  original  satisfiers  and 
annoyers,  the  learning  process,  the  growth  of  the  self,  aims,  values 
and  interest (s) /etc.    Are  all  interests  and  values  native;  based,  funda- 
mentally,  on   original   nature;   due  to  the  learning  process;  acquired 
with  the  growth  of  the  self;  mutually  complementary,  interactive  or 
antagonistic;  capable   of   substitution,   modification,  blending;   socially 
valuable;  capable  of  subsequent  (associated)  development  and  constant 
growth;  etc.  ?     Give  examples  for  each  answer.     Discuss,  again,  the 
laws  of  readiness,  exercise  and  effect;  multiple  response,   secondary 
(neural)  connections,  associative  shifting,  etc. 

2.  Do  all  individuals  have  the  same   (native)   interests ;  acquire 
the  same  (social)  interests  through  the  learning  process  and  the  growth 
of  the  self?    Is  it  (socially)  desirable  that  all  have  the  same  interests; 
that  all  have  certain  interests  in  common?    Which  interests  should  be 
shared ;   which   should   represent   variation  ?     What   part   should   the 
school  play  in  this,  and  how?     What  do  s'hared  (universal)  interests 
lead  to;  what  do  the  special  (individualistic?)  interests  lead  to?    Make 
out  a  schedule  of  common  interests,  i.  e.,  show  how  the  fabric  of  so- 
ciety depends  on  the  shared  activity  due  to  certain  shared  interests 
and  values.     (Compare  preceding  Topic) 

3.  Does  the  curriculum,  as  at  present  organized,  endeavor  to  cre- 
ate or  foster  many  values  and  interests ;  to  develop  special  abilities  due 
to  special  interests  and  variations  in  original  nature?     Does  the  cur- 
riculum endeavor  to  give  proportionate  value  to  such  interests  as  it  does 
give  attention  to?    Does  this  discussion  again  raise  the  question  of  the 
meaning  and  implications  of  education  and  educational  theory?   (See 
Topics  III  and  IV) 

4.  Recall,  again,  the  summary  of  educational  history,  Topic  XII. 
Discuss,  in  the  present  connection,  the  ideals  of  spiritual  culture  (Mid- 
dle Ages),  aristocratic-class-aesthetic  culture  (Renaissance),  universal 
knowledge,   (Renaissance  and  later),  discipline   (18th  century),  self- 
realization  (the  Enlightenment),  efficiency,  harmony,  science,  etc.  (19th 
century).     In -what  sense  did  the  Periclean  Period  (500  B.  C.)  offer  a 
better  conception  of  education  ?     In  what  sense  was  there  a  greater  di- 
versity of  interests  as  well  as  a  greater  unification  of  interests? 

5.  Do  proportioned   interests   mean   merely   a   certain   emphasis 
on  one  interest  plus  a  different  emphasis  on  another,  and  so  on?     What 
is  the  guiding  principle  both  for  the  inclusion  of  an  interest  in  educa- 
tional theory,  as  well  as  for  its  proportion?    Are  (all?)  interests  mu- 
tually antagonistic,   etc.?    (See   questions   1   and  2,  above)      Are   in- 
terests and  value  merely  for  immediate  satisfaction?     Recall,  again, 
discussion  on  instrumental  and  immediate  values.   (Topic  VI) 

6.  Discuss,  in  the  light  of  the  above,  the  meaning  and  significant 
value  of  play,  art,  leisure,  creative  activity,  appreciation  of  art,  cul- 

81 


ture,  etc.  Is  there  a  need  of  creating  interest  in  these,  in  the  sense  of 
making  it  possible  to  adequately  and  fruitfully  'enjoy'  them,  i.  e.,  ac- 
tively share  in  them?  What  can  the  school  do  in  this  matter?  Is  it 
a  matter  of  presenting  'knowledge  about  them?' 


References 

I.  and  II.  As  for  Topics  of  question  1,  and  as  follows:  Devvey 
(1),  chaps.  X  and  XXIII;  Henderson,  chaps.  I  and  XVIII;  Monroe 
P;  Chapin;  Clow;  Moore. 


82 


XXXII.     THE  STUDY  OF  MAN  AND  THE  STUDY  OF  NA- 
TURE :  I ;  THEIR  UNITY 

1.  Sum  up,  briefly,  Topics  XXII  to  XXXI,  as  a  background  for 
a  consideration  of  (some  of)  the  subjects  of  the  curriculum.  Show, 
again,  the  relation  of  such  aspects  of  experience  as  the  'practical'  and 
the  'theoretical'  (or  intellectual),  the  'physical'  and  the  'social'  studies, 
etc.  What  of  the  above  title,  and  its  implications  for  the  curriculum? 
Are  'man'  and  'nature'  two  different  things  that  when  added  make  ex- 
perience; that  merely  'touch'  at  selected  points?  What  are,  historical- 
ly, (some  of)  the  causes  of  this  implied  opposition? 

2.  From  the  point  of  view  of  the  concept  of  evolution   (Topic 
IX),  what  can  be  said  of  the  opposition  of  man  and  nature?    In  what 
sense  does  a  change  or  variation  in  either  mean  also  a  change  in  the 
other?    In  what  sense  does  a  study  of  either  man  or  nature  mean  mere- 
ly a  study  of  certain  aspects  or  portions  of  experience  with  the  inten- 
tion of  thereby  bringing  about  certain  desired  ends  or  aims?    In  what 
sense  is  the  study  of  nature  the  study  of  conditions  for  the  realization 
of  aims,  the  study  of  man  that  of  the  aims,  values  and  interests,  thenr 
selves?    Is  the  study  of  nature  in  and  for  itself,  or  has  it  merely  'in- 
strumental' value? 

3.  Can  each  subject  of  the  present  school  curriculum  be  explained 
or  valued  as  the  treatment  of  some  aspect  of  the  total  field  of  (social) 
experience?     Does  the   (present)   school  treatment  of  each  such  sub- 
ject show  its  fundamental  relationships  to  each  other  subject  and  to 
experience  as  a  significant  unity?     Is  this  possible?     What  implied 
changes  in  teaching,  curriculum  making,  training  of  teachers,  appor- 
tionment of  time,  etc.,  etc.  ? 

4.  Does  the  phrase  'man  and  nature'  cover  all   (school)  subject 
matter?    All  experience(s)  both  in  and  out  of  the  school?    Accepting 
these  two  words  as  a  working  basis   for  the  analysis  of  experience, 
what  (school)  subjects  would  be  subsumed  under  each  division?  Where 
would  'cross-references'  be  most  numerous,  most  important?     What 
would  be  the  nature  of  the  'texts'  used,  the  activities  engaged  in,  the 
results  obtained?     (See  Topic  XXX,  Method  and  Discipline) 

5.  In  what  sense (s)  is  there  an  (historical)  opposition,  open  or 
implied,  between  such  subjects  as  literature    (with  history)   and  sci- 
ence, between  the  classics  and  the  vocational  studies?     What  are  the 
respective  claims  of  each  party?     Do  they  all  claim  the  same  things; 
make  the  same  incomplete  analysis ;  build  on  the  same  partial  aims, 
values,  etc. ;  have  the  same  limited  conception  of  the  meaning  and  im- 
plications of  education?     Give  details.     Is  there,  in  any  instance,  a 
value  placed  on  'knowledge  as  such,'  on  'method  as  such,'  'etc.  ?    What 
criticism  ? 

6.  Is  it  the  aim  of  the  school,  through  curriculum  and  method,  to 
make  a  scientist  (specialist),  or  an  historian  or  classicist  (scholar),  or 

83 


a  machinist,  or-a  writer  out  of  the  individual  student?  Discuss,  "What- 
ever natural  science  may  be  for  the  specialist,  for  educational  purposes 
it  is  knowledge  of  the  conditions  of  human  action.  —  —  Knowledge 
is  humanistic  in  quality  not  because  it  is  about  human  products  in  the 
past,  but  because  of  what  it  does  in  liberating  human  intelligence  and 
human  sympathy."  (Dewey)  May  science,  then,  be  'humanistic'?  In 
what  sense,  and  how?  May  also  the  study  of,  say  history  be  'scien- 
tific ?'  In  what  sense,  and  how  ?  Discuss  the  meaning  of  such  a 
phrase  as  'the  scientific  spirit  in  social  work.'  Discuss,  "The  main 
business  of  science  is  to  rid  the  world  of  chance  and  luck."  (Todd) 


References 

I.  and  II.  As  for  Topics  XXVII  to  XXX,  and  as  follows :  Dewey 
(1),  chaps.  XVIII  to  XX,  XXII,  and  XXIV  to  XXVI;  Henderson 
chaps.  XVI  to  XVIII. 


84 


XXXIII.     THE  STUDY  OF  MAN  AND  THE  STUDY  OF  NA- 
TURE :  II ;  THE  CURRICULUM. 

1.  In  what  sense  is  the  study  of  history  the  study  of  man?    What 
is  the  significance  of  associating  with  such  study  the  additional  (or  cor 
related?)    study  of  nature   in  the   form  of   geography,   and   so-called 
'nature  studies?'    Is  the  information  side  of  history  too  often  stressed? 
What  of  geography  and  nature  study?     From  the  point  of  view  of 
the  last  Topic,  what  should  be  the  emphasis,  and  what  the  results? 
Can  history  and  its  associated  subjects  enrich  experience,  function  in 
present  social  conduct,  help  in  solving  felt  difficulties? 

2.  In  what  sense  is  the  study  of  history  when  correlated  with 
geography  and  nature  study  typical  of  concrete  experience?     For  ad- 
vanced work  in  high-school  what  other  subjects  might  be  associated? 
What  should  be  the  nature  of  the  'material'  used  in  studying  history 
and  its  associates?    Can  the  study  of  history  be  'simplified,'  and  what  is 
the  process?     What  is  philosophy  of  history?     Its  value  and  signifi- 
cance?  (  See  Topics  VIII  to  XII)     Has  such  study  any  'fundamental' 
value  ? 

3.  What  instrumental  and  immediate  values  have  such  brandies 
of  the  general  study  of  history  as  biography,  primitive  industries  and 
processes,  history  of  commerce  and  industry,  history  of  writing  or  art, 
'intellectual'  history,  history  of  the  school,  national  history,  etc.  ?    What 
suggestions  and  implications  here  ?    What  of  the  studies  of  the  'classic' 
languages  in  this  connection?     Are  they  an  integral  part  of  the  study 
of  history ;  a  separate  study ;  a  means  of  enriching  experience ;  an  aid 
in  social  activity;  a  means  of  socialization;  a  'discipline';  a  'funda- 
mental' part  of  the  curriculum,  etc.  ? 

4.  Is  science,  as  contrasted  with  history,  a  study  of  man  or  of 
nature?    Are  the  teachings  of  science  found  ready  made;  has  science 
a  history ;  is  science  a  record  of  progressive  achievement  on  the  part 
of  humanity ;  is  science  instrumental  or  immediate  in  its  bearings,  etc.  ? 
Is  science,  (compare  history  above),  primarily  informational  as  taught? 
Does  this  mean  that  it  should  be  'disciplinary'?     In  what  sense?  (Com- 
pare Topic  XXX)     What  of  the  method  of  presenting  science  in  the 
school;  its  form  of  organization;  its  rules  and  laws;  its  (usual)  text- 
books, etc.  ?     How  does  the  organization  of  science  in  its  completed 
formal  statement  compare  with  that  of  the  different  stages  of  the  pro- 
cess whereby  it  was  organized  ?     Wrhat  implications  ?    Is  a  'laboratory* 
a  perfect  solution  of  the  problem  involved? 

5.  Discuss,  from  the  same  point  of  view,  mathematics.     Has  the 
history  of   mathematics  any  educational  value?     What  of  the  usual 
requirements  in  algebra  and  geometry?     Do  they   function  in  social 
behavior?    Could  they  do  so?    In  what  sense,  if  any,  might  mathema- 
tics have  'disciplinary'  value  ?    Is  there  a  'method'  in  mathematics,  dis- 
tinct from  'method',  say,  in  science  or  history  ? 

85 


6.  Discuss,  from  the  same  point  of  view,  such  subjects  as  Eng 
lish,  modern  foreign  languages,  etc.  Would  you  conclude  that  a  gen- 
netic  or  historical  study  (or  presentation  or  investigation)  of  any  given 
curriculum  subject  is  the  best?  Would  the  study  of,  say,  French  or 
Russian  gain  in  significance  as  well  as  in  social  utility  through  an  his- 
torical approach?  In  what  sense  might  an  'historical'  approach  be  a 
living  through'  of  some  of  the  most  significant  episodes  or  periods  in 
the  development  of  the  subject?  Should  the  study  of  any  given  sub- 
ject involve  'physical'  as  well  as  'mental'  activity?  What  would  this 
be  for  the  different  subjects  discussed? 


References 

I.  and  II.     As  for  Topic  XXXII,  and  as   follows:  Dewey    (1), 
chaps.  XVI  to  XVIII  and  XXI. 


86 


XXXIV.     THE  STUDY  OF  MAN  AND  THE  STUDY  OF  NA- 
TURE: III;  VOCATIONAL  STUDIES. 

1.  In  what  sense  does  the  usual    use  of  the   phrase    'vocational 
studies'  imply  a  contrast  with  other  studies?    Are  all  studies  Vocation- 
al' ?     Discuss  the  issues  involved.     With  what  other  antithesis  is  'vo- 
cational versus  cultural'  usually  associated?    What  does  such  an  anti- 
theis  imply  for  the  educational  and  social  theory  and  practice  associa- 
ted with  it? 

2.  What  does  the  term  'cultural'  imply  as  to  the  nature  of  knowl- 
edge and  its  relation  to  social  activity?     What  does  the  term  'leisure 
class'  imply  for  the  conception  of  the  self  and  its  process  of  forma- 
tion?   Discuss,  "A  vocation  means  nothing  but  such  a  direction  of  life 
activities  as  renders  them  perceptibly  significant  to  a  person,  because 
of  the  consequences  they  accomplish,  and  also  useful  to  his  associates." 
(Dewey)     Discuss  the  implications  of  'significant'  and  'useful.'     Does 
a  life  of  leisure  have  immediate  satisfying  values;  the  highest?    What 
of  original  nature,  secondary  connections,  etc.? 

3.  What  has  been  the  history  of  the  rise  of  vocational  studies  and 
education?    Discuss,  "         —  vocations  arose  from  two  sources.  First, 

the  art  of  social  control  grew  into  a  number  of  vocations .  Sec" 

ond,  the  vocations  that  in  earlier  civilization  were  held  as  servile  have 
with  the  application  to  them  of  scientific    foundations   become   trans- 
formed —    — ."     (Henderson  E  N,  which  see)     "Thus  education  in 
a  democracy  means  a  vocational  training  for  each  and  liberal  culture 
for  all.  —       —  The  highest  training  in  the  vocation  leads  inevitably  be- 
yond the  vocation."   (ibid)    (Compare  Topic  XXX,  Method  and  Dis- 
cipline) 

4.  Following  out  the  last  quotations,  is  a  vocation  ever,  in  any 
sense,  the  only  contact  (significant)  with  society;  the  most  important? 
( See  Topic  XXXI )     How  might  a  vocation  lead  beyond'  itself  ?  What 
would  be  the  conditions  of  study,  of  practice?    What  of  'concomitants' 
and  'associated'  responses?     Discuss,  "How  can  the  industrial  organ- 
ization be  more  completely  socialized  and  spiritualized?  -  -  This, 
it  would  appear,  is  the  concrete  educational  problem  of  society  at  the 
present  time,  -       — .              -  the  essential  task  of  educational  method- 
ology is  the  organization  of  a  program  of  industrial  education  such  as, 
while  providing  for  such  training  of  the  individual  as  will  make  for 
the  maximum  of  economic  efficiency,  will  at  the  same  time  restore  to 
the  individual  something  of  the  moral  and  aesthetic  values  which  in- 
hered in  the  personal  and  social  activities  in  their  more  primitive  forms, 
as  well  as  a  deeper  consciousness  of  the  social  and  therewith  the  spirit- 
ual significance  and  sanction  of  his  work."  (MacVannel) 

5.  In  what  sense  is  a  vocation  the  connecting  link  between  the 
individual  and  society   ?  In  what  way  might  it  take  advantage  of  (orig- 
inal) differences  in  original  nature,  special  abilities,  etc.?    Is  society  as 

87 


well  as  the  individual  vitally  concerned  in  'placing*  a  man  or  woman 
in  a  fitting  field  of  acttivity?  What  of  Plato's  educational  principles 
in  this  matter?  What  of  interests,  aims  and  values  in  this  connec- 
tion? What  of  the  organization  of  experience  leading  to  new  purposes, 
new  adjustments,  progress? 

6.  In  the  light  of  the  above  considerations,  what  of  the  subjects 
of  th,e  curriculum  ?  Does  vocational  training  demand  'occupations' 
in  the  school  as  the  material  for  such  training?  Should  vocational 
training  be  done  'directly'  or  'indirectly';  early  or  late;  is  such  train- 
ing a  constant  process,  or  a  definite  operation  done  once  for  all ;  should 
there  be  constant  opportunity  for  redirection,  and  how ;  does  it  imply 
'minimum  essentials'  in  other  directions,  etc.? 


References 

I.  and  II.  As  for  Topic  XXXII,  and  as  follows,  Dewey  (1) 
chaps.  XX,  XXII  and  XXIII;  MacVannel,  chap,  IX;  Snedden  (1) 
Bloomfield  (1)  (2);  Carlton  ;  Hollingsworth  ;  lead. 


88 


F.     PHILOSOPHY  OF  EDUCATION  AND  THE  PRESENT 
Selected  References  for  Section  F. 
Evolution  of  Educational  Theory 
Democracy  and  Social  Ethics 
Moral  Order  and  Progress 
The  Super-State  and  the  Eternal  Values 
The  Process  of  Government 
Transition  to  —  Objective  —  Control 
Philosophical  Theory  of  the  State 
Social  and  International  Ideals 
Underlying  Principles  of  Modern  Legislation 
Function  of  Socialization 
True  and  False  Democracy 
The  Good  Man  and  the  Good 
Civilization;  Its  Cause  and  Cure 
Education  and  the  Mores 
The  World  of  Labor 
Intellectuals  and  the  Wage  Workers 
Civilization  and  Progress 
Creative  Intelligence 
Philosophy  and  the  Social  Problem 
The  Social  Problem 
Sociology  and  Modern  Social  Problems 
Main  Currents  of  Modern  Thought 
Cult  of  Incompetency 
Individualism 
The  New  State 
Democracy  at  the  Crossways 
Toward  a  New  World 
and       Social  Purpose 


Adams  J 

Addams  J 

Alexander  S 

Baldwin 

Bentley 

Bernard 

Bosanquet 

Brown 

Burgess 

Butler 

Calkins 

Carpenter 

Chapin 

Cole 

Cory 

Crozier 

Dewey,  etc 

Durant 

Ellwood 

Eucken 

Faguet 

Fite 

Follett 

HearnshaW' 

Henderson  A 

Hetherington 

Muirhead 
Hobhouse 

Hobson 

Keller 

Kropotkin 

Lippmann 

Mackenzie 

Mallock 
Perry 

Ross 
Russell 

Scott 

Sorel 

Todd 

Urwick 

Veblen 

Wallas 

Walling 

Weyl 

Zenker 


Development  and  Purpose 

Social  Evolution  and  Political  Theory 

National  Guilds 

Societal  Evolution 

Mutual  Aid 

Preface  to  Politics 

Outlines  of  Social  Philosophy 

Elements  of  Constructive  Philosophy 

Limits  of  Pure  Democracy 

Present  Philosophical  Tendencies 

Present  Conflict  of  Ideals 

The  Old  World  in  the  New 

Social  Control 

Proposed  Roads  to  Freedom 

Why  Men  Fight 

Syndicalism  and  Philosophical  Realism 

Syndicalism 

Scientific  Spirit  and  Social  Work 

Philosophy  of  Social  Progress 

The  Instinct  of  Workmanship 

The  Great  Society 

Larger  Aspects  of  Socialism 

The  New  Democracy 

Anarchism 

89 


90 


XXXV.     THE  PRESENT  AS  A  CENTER  OF  REVALUATION. 

1.  In  what  sense  is  a  'present'  moment  always  (  ?)  in  contact  with 
the  past  and  the  future?     Have  there  been  periods  of  history  which 
have  emphasized,  relatively,  the  past  as  the  most  significant  element? 
Have  there  been  periods  which,  relatively,  have  lived  for  and  in  the 
present?    What  of  the  influence  of  the  future  as  guiding,  in  part,  pres- 
ent activity?     What  can  you  say  of  the  'present'  moment  in  present 
social  affairs  in  the  United  Slates?    In  Europe?    In  specifically  indus- 
trial affairs?    In  school  matters? 

2.  Does  relative  indifference  to  past  history  and  activity  imply 
actual  freedom  from  (partial)  control  by  the  past?    What  of  original 
human  nature,  the  course  of  evolution,  the  nature  of  institutions,  etc.  ? 
Is  it  purely  a  matter,  then,  of  consciousness  of  past  affairs  in  relation 
to  the  present?    What  does  this  imply  for  the  nature  of  a  group  or  so- 
ciety so  constituted?     For  an  individual?     Is  'revolution'  (ever?)   tree 
from  contact  with  the  past?    How  does  it  differ  from  'evolution'? 

3.  Are  present  changes  in  society  'revolutionary'  ?     In  all  coun- 
tries ;  in  all  institutions  and  activities  ?    What  does  this  imply  for  their 
'thoughtfulness,'  their  'value,'  their  relation  to  progress?    Is  it  possible 
for  any  one  significant  institution  to  radically  change  without  others 
doing  so?    What  of  the  relatively  rapid  communication  between  coun- 
tries in  this  connection?     Does  mere  communication  imply  shared  ac- 
tivity ?    Common  results  and  outcomes  ? 

4.  Is  there,  as  a  matter  of  fact,  dissatisfaction  with  present  in- 
stitutions and  methods  of  associated  living?    Is  this  dissatisfaction  due 
to  thoughtful  analysis  of  their  shortcomings,  to  comparison  with  better 
(actual)  experiences,  to  comparison  with  a  better  'ideal'  (conceptual) 
society,  or  to  mere  dissatisfaction  of  original  human  nature,  or  what? 

5.  In  more  detail,  what  is  the  present  situation  with  respect  to  the 
following  institutions,  i.  e.,  what  are  the  facts,  so  far  as  obtainable,  both 
critical  and  reconstructive;  the  family,  (divorce,  children,  freedom  of 
women,  etc.),  the  church,  (its  'aloofness'  from  material  affairs,  etc.), 
the  state,  (its  'restrictive'  nature,  militarism,  imperialism,  etc.),  indus- 
try,   ('labor  and  capital,'  property,  'classes,'   etc.),  the  school,    (cur- 
riculum, method,  results,  etc.).     Is  there  any  ascertainable  common 
ground  of  criticism  in  which  they  all  agree;  any  common  relief  which 
they  all  demand ?     What  implications ? 

6.  Considering,   again,   the   institutions   of   the   last  question,   is 
there  any  ascertainable  common   (historical)   cause  for  the  fact  that 
they  are  subject  to  criticism  at  the  present  time?     (Compare  questions 
*3   and  4,   above).      Is   there  any   indication  that    fundamentally  new 
problems  have  arisen  in  society,  requiring  new   (?)   solutions?     What 
kind  of  a  solution?     Discuss,  "There  is^Jbf  course,  no  permanent  solu- 
tion of  the  social  problem  possible.  -         -  Our  quest  must  not  be  for 

91 


a  static  solution,  but  for  principles  which  may  guide  us  in  seeking  some 
rational  control  over  the  relations  of  men  to  one  another."  (Ellwood) 

7.  Show  the  implications  for  educational  practice  and  education- 
al theory.  Discuss,  in  this  connection,  the  conclusions  of  the  Topics 
on  experience,  (I  and  II),  the  meaning  and  implications  of  education, 
(III  to  VII),  progress,  (VII  to  XI),  the  individual  and  society,  (par- 
ticularly XIII  and  XX  to  XXVI),  the  school  as  an  agencv  of  dynamic 
control,  (XXI  and  XXVII  to  XXX). 


References 

I.  and  II.  As  for  Topics  VII  to  XI,  and  as  follows:  Bernard; 
Bosanquet  (2);  Brown;  Butler;  Cole;  Cory;  Dewey ;  Durant;  Ell- 
wood  (1)  (2);  Follett ;  Henderson;  Hearnshaw;  Lippmann;  Perry 
(2)  ;  Ross  (1)  ;  Russell  (1)  (2)  ;  Wallas;  Walling;  Weyl ;  Scott. 


92 


XXXVI.     THE   CONCEPT  OF  AN   IDEAL   SOCIETY. 

1.  Would  an  'ideal'  society  have  historical  and  concrete  connec- 
tion with  the  present  modes  of  associated  living?     The  connection  of 
'evolving  out  of  or  the  connection  of  'being  the  same  as'  in  some  par- 
ticulars?    Specify  which,  if  any,  characteristics  would  be  the  same  or 
shared.     Is  the  question  of  the  realization  of  an  ideal  society  the  same 
as  that  of  the  realization  of   (all)  present  aims,  purposes  and  goals, 
or  also  partly  other  things?     (See  Topics  X  and  XL) 

2.  Does  the  realization  of  an  ideal  society  involve  change  in  the 
environment  or  change  in  human  nature?     What  previous  discussion 
in  this  connection?     Discuss,  in  connection  with  the  point  of  view  of 
this  and  the  preceding  question,  such  ideal  societies    (or  suggestions 
for  them)  as  have  been  worked  out  in  writing,  (Plato,  More,  Butler, 
Kropotkin,    Morris,    Russell,    Bacon,    Tolstoy,    Brown,    Follett,    etc.) 
What  of  actual  attempts  to  'set  up'  an  ideal  society?     (See  Mallock ; 
also  confer  Sorel,  Zenker)     Can  you  find  any  common  characteristics 
of  all  these  societies?     Have  any  of  them  proceeded  'scientifically'  in 
their  reconstruction?    Have  any  of  them  considered  the  school  and  its 
significance,  and  the  learning  process?     Have  they  taken  'ideo-motor' 
principles  and  'imitation'  into  account? 

3.  Does    educational    theory    seek    to    formulate,    or    establish 
through  practice,  an  'ideal'  society  ?    Review,  in  this  connection  the  dis- 
cussion on  aims,  values  and  interest.    (Topics  V  and  VI)     An  Heal 
society  in  a  static,  concluded,   'self-realized'   sense?     Does  it  merely 
seek  to  better  the  present  so  that  the  future  may  be  still  better,  and  so 
on?    Does  educational  theory  have  any  peculiar  or  special  conception 
of  the  meaning  of  such  a  term  as  'better'?    For  whom,  and  for  what 
wrould  the  'better'  have  reference?    What  of  instrumental  and  immedi- 
ate values? 

4.  Does  the  conception  of  an  ideal  society  as  a  'goal'  to  be  worked 
for,  to  be  'realized,'  involve  a  dualism  between  living  and  learning,  be- 
tween society  and  the  school  ?    Would  the  school  'prepare  for'  the  pre' 
conceived  society?     \Vould  the  school   be,  in  itself,  such  a  society? 
(Compare  Topic  XXVII  to  XXX,  on  Experience  and  the  School  Life) 

5.  Compare,  again,  Topic  XXXI,  on  proportioned  values  and  in- 
terests.    Have  the  ideal  societies,  of  the  references  of  question  2,  em- 
phasized one  or  more  aspects  of  society  and  experience  at  the  expense 
or  to  the  exclusion  of  others?    What  of  the  unity  of  experience  in  this 
connection,  the  intcrpenetration  of  life  interests,  art,  play,  work,  indus- 
trial interests,  institutions? 

6.  From  the  point  of  view  of  the  previous  discussions  on  experi- 
ence and  the  school  life,  and  in  connection  with  the  present  subject, 
examine  and  explain  the  meaning  and  implications  of  the  following 
quotations:  "Our  net  conclusion  is  that  life  is  development,  and  that 
developing,  growing,  is  life. this  means  (1)  that  the  educational 

93 


process  has  no  end  beyond  itself  ;  it  is  its  own  end ;  and  that  (2)  the 
educational  process  is  one  of  continual  reorganizing,  reconstructing, 
transforming.  -  -  Discipline,  culture,  social  efficiency,  personal  re- 
finement, improvement  of  character  are  but  phases  of  the  growth  of 
capacity  nobly  to  share  in  (such)  a  balanced  experience.  And  educa- 
tion is  not  a  mere  means  to  such  a  life.  Education  is  such  a  life." 
( Dewey) 

References 

I.  and  II.  As  for  Topic  XXXV,  and  as  follows,  Alexander; 
Baldwin ;  Bentley  ;  Calkins  ;  Carpenter,  Crozier ;  Faguet ;  Mallock ; 
Hobson ;  Keller ;  Sorel ;  Zenker. 


94 


XXXVII.     THE  BASES  OF  AN  IDEAL  SOCIETY;  MAN,  NA- 
TURE AND  SCIENCE. 

1.  Discuss,  as   fundamental  bases   for  any  social  structure,  the 
following,  and  show  the  mutual  relations,  as  previously  brought  out : 
Original  nature  as  the  'material,'  nature  as  the  'conditions/  science  as 
the  'method.'     Where  are  aims,  values  and  interests  in  this  summary? 
What  of  history  and  the  heritage  of  the  past?    Is  society  a  'function'  of 
all  these  variables  ? 

2.  Is  society  a  function  of  these  variables  in  a  purely  mechanical 
sense?     Is  the  'motive'  power  all  from  the  past,  from  previous  condi- 
tions; is  the  future  'fixed'  in  terms  of  what  is  and  has  been?    Abso- 
lutely; in  all   respects?     What  is  the  significance  of  thought  in  this 
connection  ?    Science ;  philosophy  ? 

3.  Might  the  bases  of  any  given  society  be  also  expressed  as  the 
operation  of  (a)  common  knowledge,  (b)  common  habits,  (c)  common 
attitudes,   (d)   common  aims  and  values?     How  would  this  compare 
with  the  bases;  of  question  1  ?     What  would  be  the  concrete  common 
knowledge,  the  concrete  common  habits,  attitudes  and  aims  which  you 
would  postulate,  and  why?    What  implications  for  the  school,  the  're- 
citation,' the  'curriculum,'  etc.?     \Vhat  of  experience  and  the  school 
life  here? 

4.  Does  question  3   imply   that  all  knowledge,  habits,  attitudes 
and  aims  are  to  be  shared?    What  about  the  fact  of  variations?  (See 
Topic  IX,  on  Evolution,  Topix  XVI,  on  Individual  Differences)     Are 
such  variations   (of  original  nature)    relatively  unpredictable  and  un- 
controllable? Of  what  value  (to  society)  when  found?     In  what,  sense 
may  society,  however,  actively  experiment?     In  what  sense  is  society 
the  product  of  evolution ;  in  what  sense  the  product  of  active,  thought- 
ful endeavor?     To  what  extent  might  social  experimentation  be  car- 
ried?    In  what  directions;  with   what  limitations?     What  would  be 
the  procedure  in  such  matters? 

5.  What   does  science,   as   such,    (with   reference,   relatively,   to 
nature),  offer  as  a  'method'  for  social  experimentation?    Discuss  the 
significance  of   felt  difficulties,  pertinent  material,  hypotheses,  testing, 
verification,  extension  of  hypotheses,  enhanced  control,  laws,  general- 
izations, et'        What  of  the  significance  of  exact  measurement (s)   in 
science  ?    Is  it  possible  to  measure  human,  mental  and  social  phenom- 
ena?    All  of  them?     With  what  limitations?     Are  present  difficulties 
due  to  lack  of  an  adequate  procedure,  to  lack  of  sufficient  previous  ex- 
perience or  to  inherent  'unsolvable'  difficulties? 

6.  Has  the  progress  of  science  been  due  to  the  isolated  and  un- 
co-operative activity  of  separate  individuals,  or  to  the  steady  accumu- 
lation of  results  and  their  spread  through  some  sort  of  organization? 
\Yhat  of  social  science  and  social  efforts  in  this  connection?    Discuss, 

95 


"Intelligence  is  organized  experience ;  but  intelligence  itself  must  be 
organized. -  Economic  forces  are  organized ;  the  forces  of  intelli- 
gence are  not.  To  organize  intelligence;  that  is  surely  one  method  of 
approach  to  the  social  problem —  — ."  (Durant) 

7.  Discuss  what  a  Bureau  of  Social  Research  or  Social  Science 
might  be  like.  What  departments  of  investigation,  what  central  prob- 
lems, what  definite  aims,  what  methods  of  publicity,  what  avenues  of 
application?  What  would  be  the  function  of  minorities,  leaders,  ex' 
perts,  etc.  ?  Is  philosophy  of  education  such  an  attempted  mobilization 
of  thought?  What  present  limitations?  What  implications? 


References 

I.  and  II.  As  for  Topics  referred  to  in  question  1  and  as  follows: 
Todd ;  Durant;  Urwick ;  Eucken ;  Mackenzie  (1)  (2);  Hetherington 
and  Muirhead;  Dewey ;  Veblen ;  Alexander;  Burgess;  Hobhouse  (1) 
(2)  ;  and  also  as  for  Topics  XXXV  and  XXXVI. 


96 


XXXVIII.     PHILOSOPHY  OF  EDUCATION :  A  SUMMARY 

Discuss  and  justify  the  following  statements  as  summaries  of  each 
of  the  sections  of  the  preceding  outline,  supplying  additional  connect- 
ing material  where  necessary,  and  showing,  so  far  as  possible,  concrete 
results  and  conclusions  for  the  school : 

1.  Philosophy    of    education,    like    every   other   human   activity, 
deals  with  the  material  of  experience.     Experience,  however,  becomes 
meaningful  in  proportion  as   it  is   organized  with   reference  both  to 
past  and  to  future  activities.     Both  science  and  philosophy  (general) 
are  such  organizations,  the  former,  however,  usually  divided  into  as- 
sociated  and   relatively   independent   sub-systems,   the   latter,    for   the 
most  part,  in  a  comparatively  unusable  form.     Educational  theory,  in 
the  present  sense  of  the  word,  also  organizes  experience,  and  the  ques- 
tion arises  of  the  comparative  merits  of  the  different  historical  educa- 
tional systems.     This  involves  a  consideration  of  the  nature  of  aims, 
values  and  interests. 

2.  Experience,  in  the  human  race,  is  not  limited  by  the  life  span 
of  the  individual.     History,  evolution  and   (the  conception  of)  prog- 
ress connect  us  with  the  past  and  the  future,  and  it  is  part  of  the  task 
of  philosophy  of  education  to  survey  the  past,  interpret  the  present  and 
help  to  choose  the  future.     This  in  the  light  of  both  historical  knowl- 
edge and  the  theory  of  evolution. 

3.  This  leads  to  a  detailed  consideration  of  the  nature  of  an  indi- 
vidual, considered  in  relation  to  his  environment,  and  to  an  examina- 
tion of  the  process  whereby  an  individual  changes  and  learns.       The 
conception  of  the  self  is  seen  to  be  a  mediating  link  between  the  indi- 
vidual and  society,  and  also  an  example  of  the  dualism  which  tends  to 
break  up  the  essential  unity  of  human  experience. 

4.  Society  is  found  to  also  have  a  history  and  to  have  evolved, 
and  the  problem  emerges  of  how  to  control  the  process  of  its  evolu" 
tion  in  order  that  foreseen  and  socially    desirable    results    may    be    re- 
alized.   This  again  emphasizes  the  function  of  thought  and  the  concep- 
tion of  progress.  /The  problem  of  control  leads  again  to  the  considera- 
tion of  original  human  nature,  and  of  aims  and  values.     Institutions 
and  morality  appear  as  capitalized  experience  of  the  race  or  the  group, 
and  one  of  the  bases  for  reconstruction.1   Democracy  is  a  form  of  as- 
sociated living  and  a  basis  for  further  development. 

5.  The  school  is  the  fundamental  institution  for  the  control  and 
development  of  society.     In  it  are  summarized  all  the  problems  of  so- 
ciety.    But  the  school  is  a  dynamic  institution,  and  education  is  never 
to  be  conceived  in  formal,  static  terms.     Education  becomes  real  in  P 
proportion  as  it  utilizes  original  human  nature,  is  guided  by  significant 
aims,  values  and  interests,  and  becomes,  not  mere  preparation^  but  ^ a 
form  of  social  activity  involving  the  same  elements  as  the  society  in 

97 


which  it  emerges.     The   curriculum  of   the   school   is   experience,   its 
method  that  of  associated  living,  its  results  members  of  society. 

6.  The  present  is  a  moment  of  revaluation  and  reconstruction. 
The  bases  of  this  reconstruction  are  human  nature,  nature  and  sci- 
ence.— the  latter  implying  an  organized  body  of  knowledge,  doctrine 
and  purposes  which  have  significance  for  human  beings  in  society. 
Organized  intelligence,  not  mere  desire  and  impulse,  should  control 
the  process.  Philosophy  of  education  is  such  a  mobilization  of  thought. 


98 


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The  Individual  and  Society     ^ 

Social  and  Ethical  Interpretations 

Mental  Development  in  the  Child  and  the  Race 

Development  and  Evolution 

Darwin  and  the  Humanities 

The  Super-State  and  the  Eternal  Values 

The  Teaching  of  Latin  and  Greek 

The  Process  of  Government 

Creative  Evolution 

The  Transition  to  an  Objective  Standard  of  So- 
cial Control 

Social  Principles  of  Education 

Mentally  Defective  Children 

A  Method  of  Measuring  the  Development  of  the 
Intelligence  of  Young  Children 

The  Story  of  Human  Progress 

Outlines  of  Sociology 

Encyclopedia  of  Social  Reform 

Vocational  Guidance  of  Youth 

Readings  in  Vocational  Guidance 
Boaz  F  The  Mind  of  Primitive  Man 

Bosanquet  B  Value  and  Destiny  of  the  Individual 

Philosophical  Theory  of  the  State 

The  Principles  of  Individuality  and  Value 

Civilization  of  Christendom 

Social  and  International  Ideals 
Boutroux  E  Natural  Law  in  Science  and  Philosophy 

Education  and  Ethics 

Contingency  of  the  Laws  of  Nature 
Bradley  F  H  The  Presuppositions  of  Critical  History 


Bennett  and  Bristol 
Bentley  A  F 
Bergson  H 
Bernard  L  L 

Betts  G  H 
Binet  and  Simon 


Blackmar  F  W 
Blackmar  and  Gillen 
Bliss  W  D  P 
Bloomfield  M 


99 


100 


Brinton  D  C 
Brissenden  P  F 
Brooks  J  G 
Brown  W  J 

Bucher  C 
Burgess  E  W 
Butler  N  M 


The  Basis  of  Social  Relations 

The  I.  W.  W. ;  A  Study  of  American  Syndicalism 

The  Social  Unrest 

The  Underlying  Principles  of  Modern  Legislation 

The  New  Democracy 

Industrial  Evolution 

The  Function  of  Socialization  in  Social  Evolution 

True  and^False  Democracy 

The  Meaning  of  Education  (Revised  edition) 


Calkins  N  W 
Cannan  G 
Carlton  F  T 


Carpenter  E 
Carpenter,  Baker 

and  Scott 
Carver  T  N 
Chapin  F  S 


Cheyney  E  P 
Chubb  P 

Churchward  A 
Claparede  E 

Clow  F  R 
Cole  G  D  H 
Colvin  S  S 

Colvin  and  Bagley 
Conklin  E  G 

Conway  M 
Cooley  C  H 


Coover  J  E 
Cory  H  E 
Craik  Sir  H 
Crampton  H  E 
Crozier  J  B 

Cubberley  E  P 


Curtis  H  S 


The  Good  Man  and  the  Good 
The  Anatomy  of  Society 
Education  and  Industrial  Evolution 
Economic    Influences   Upon   Educational    Prog- 
ress in  the  United  States ;  1820-50. 
Civilization ;  Its  Cause  and  Cure 
The  Teaching  of  English 

Sociology  and  Social  Progress 

An  Introduction  to  the  Study  of  Social  Evolution 

Education  and  the  Mores 

European  Background  of  American  History 

The  Teaching  of  English  in  the  Elementary  and 
Secondary  School 

The  Origin  and  Evolution  of  Primitive  Man 

Experimental  Pedagogy  and  the  Psychology  of 
the  Child 

Principles  of  Sociology  With  Educational  Appli- 
cations 

The  World  of  Labor 

Labor  in  War  Time 

The  Learning  Process 

Introduction  to  High- School  Teaching 

Human  Behavior 

Heredity  and  Environment  in  the  Development 
of  Man 

The  Crowd  in  Peace  and  War 

Social  Organization 

Human  Nature  and  the  Social  Order 

Social  Process 

Formal  Discipline 

The  Intellectuals  and  the  Wage  Workers 

The  State  in  Relation  to  Education 

Doctrine  of  Evolution 

Civilization  and  Progress 

Sociology  Applied  to  Practical  Politics 

Public  School  Administration 

Rural  Life  and  Education 

Public  Education  in  the  United  States 

Education  Through  Play 

101 


102 


Darwin  C 
Davenport  C  B 
Davenport  F  M 
Davis  M  M 
Dealey  J  Q 
Deniker  J 
Dewey  J 


Dewey  and  Tufts 
Dewey,  Moore,  etc 
Dobbs  A  E 
Drake  D 
Durant  W 
Dutton  and  Snedden 


The  Descent  of  Man 

Heredity  in  Relation  to  Eugenics 

Primitive  Traits  in  Religious  Revivals 

Psychological  Interpretations  of  Society 

The  Family  in  Its  Sociological  Aspects 

The  Races  of  Man 

Democracy  and  Education 

School  and  Society 

Ethical  Principles  Underlying  Education 

Influence  of  Darwin  on  Philosophy  and   Other 

Essays 

German  Philosophy  and  Politics 
The  Ethics  of  Democracy 
The  Child  and  the  Curriculum 
The  Educational  Situation 
How  We  Think 
Experimental  Logic 
Ethics 

Creative  Intelligence 
Education  and  Social  Movements 
Problems  of  Conduct 
Philosophy  and  the  Social  Problem 
Administration  of  Public  Education  in  the  United 

States 


Edman  I  Human  Traits  and  their  Social  Significance 

Eggleston  E  Transit  of  Civilization 

Elliott  C  H  Variations  in  Achievements  of  Pupils 

Ellis  H  The  Task  of  Social  Hygiene 

Ellwood  C  A  The  Social  Problem     s 

Sociology  in  its  Psychological  Aspects 
Sociology  and  Modern  Social  Problems 
Introduction  to  Social  Psychology 
Ely  R  T  The  Evolution  of  Industrial  Society 

Socialism  and  Social  Reform 
Enriques  F  Problems  of  Science 

Eucken  R  Main  Currents  of  Modern  Thought 


Faguet  E 
Farrand  L 
Fiske  J 
Fite  W 
Flexner  A 


Cult  of  Incompetence 
Basis  of  American  History 
Meaning  of  Infancy 
Individualism 
Modern  School 


103 


104 


Foliett  M  t> 
Forrest  J  D 


The  New  State 

The  Development  of  Western  Civilization 


Galton  F 


Giddings  F  H 

Gillin  J  L 
Goddard  H  H 

Goldenweiser  A  A 
Goodsell  W 

Gowin  E  B 
Groos  K 


Natural  Inheritance 

Hereditary  Genius 

Inquiries  into  the  Human  Faculty 

Readings  in  Descriptive  and  Historical  Sociology 

Democracy  and  Empire 

The  Dunkers ;  A  Sociological  Interpretation 

The  Psychology  of  the  Normal  and  the  Sub- 
Normal 

History,  Psychology  and  Culture 

The  Family  as  a  Social  and  Educational  Institu- 
tion 

The  Executive  and  His  Control  of  Men 

The  Play  of  Animals 

The  Play  of  Man 


Haldane  J  S 
Hall  G  S 

Hall-Quest  A  L 
Hanus  P  H 
Hayes  E  C 


Hearnshaw  F  J  C 
Heck  W  H 
Hegel  G  W  F 
Henderson  A 
Henderson  E  N 
Henderson  C  R 
Henderson  L  J 


Hetherington  and 

Muirhead 
Hobhouse  L  T 


Hobson  S  G 
Hollingsworth  H  L 
Hollister  H  A 
Holmes  S  J 
Holt  E  B 


Mechanism,  Life  and  Personality 
Youth 
Adolescence 
Supervised  Study 

-Educational  Aims  and  Educational  Values 
Introduction  to  the  Study  of  Sociology 
Naturalistic  Ethics  and  Sociology 
Democracy  at  the  Crossways 
Mental  Discipline  and  Educational  Values 
Philosophy  of  History 
Toward  a  New  World 
Text-Book  in  the  Principles  of  Education 
Dependents,  Defectives  and  Delinquents 
The  Fitness  of  the  Environment 
The  Order  of  Nature 
Social  Purpose 


Mind  in  Evolution 

Development  and  Purpose 

Morals  in  Evolution 

Social  Evolution  and  Political  Theory 

The  Metaphysical  Theory  of  the  State 

National  Guilds 

Vocational  Psychology 

Administration  of  Education  in  a  Democracy 

The  Evolution  of  Animal  Intelligence 

Concept  of  Consciousness 

The  Freudian  Wish 


105 


106 


Huxley  T  H 


Evolution  and  Ethics 


James  W 


Jevons  W  S 
Johnson  C 
Johnson  H 
Johnston  C  H  (ed) 
"(ed) 
Judd  C  H 


Talks  to/Teachers 

Essays  in  Radical  Empiricism 

Pragmatism 

The  Meaning  of  Truth 

A  Pluralistic  Universe 

Some  Problems  of  Philosophy 

Principles  of  Science 

Old-Time  Schools  and  School  Books 

The  Teaching  of  History 

The  Modern  High  School 

High  School  Education 

Psychology  of  High  School  Subjects 


Keller  A  C 
Kellicott  W  E 
Kelly  F  J 
Kidd  B 

Kilpatrick  W  H 
King  I 

Kirkpatrick  E  A 


Kirkup  T 
Kropotkin  P 


Societal  Evolution 

Social  Direction  of  Human  Evolution 

Teachers'  Marks    ^ 

Principles  of  Western  Civilization 

Social  Evolution 

The  Project  Method 

Education  for  Social  Efficiency 

Social  Aspects  of  Education 

Fundamentals  of  Sociology 

Fundamentals  of  Child  Study 

The  Individual  in  the  Making 

History  of  Socialism 

Mutual  Aid :  A  Factor  of  Evolution 

The  Conquest  of  Bread 

Fields,  Factories  and  Workshops 


Ladd  G  T  Psychology,  Descriptive  and  Explanatory 

Laird  J  Problems  of  the  Self 

Lamprecht  K  What  is  History  ? 

Lapage  C  P  Feeblemindedness  in  Children  of  School  Age 

Leary  D  B  Education  and  Autocracy  in  Russia 

A  Group-Discussion  Syllabus  of  Sociology 
A  Group-Discussion  Syllabus  of  Psychology 

Le  Bon  G  The  Crowd 

Lecky  W  E  H  A  History  of  European  Morals 


107 


108 


Lee  J 

Leroy  Beaulieu  P 

Lippmann  W 


Lloyd  and  Bigelow 
Loria  A 


Play  in  Education 

The  Modern  State 

Preface  to  Politics 

Drift  and  Mastery 

The  Teaching  of  Biology 

The  Economic  Foundations  of  Society 


Mackenzie  J  S 


MacDonald  A 
Maclver  R  M 
Mackinder  H  J 
MacVannel  J  A 
Mallock  W  H 


Mann  R  C 

Marshall  H  R 
MayonSmith  R 
McDougall  W 
McMurray  C  A 


Mecklin  J  M 
Meredith  C  M 
Merrington  E  N 
Miles  H  E 
Mills  J 
Monroe  P 


(ed) 

(ed) 

Monroe  W  S 
Monroe,  de  Voss 

and  Kelly 
Montessori  M 
Moore  E  C 
More  L  T 
Morgan  L 


Miinsterberg  H 

Myers  P  V  N 


Introduction  to  Social  Philosophy 
.Outlines  of  Social  Philosophy 
'Elements  of  Constructive  Philosophy 
Man  and  Abnormal  Man 
Community 

Democratic  Ideals  and  Realities 
Outline  of — Philosophy  of  Education 
Labor  and  Popular  Welfare 
Aristocracy  and  Evolution 
The  Limits  of  Pure  Democracy 
Teaching  of   Physics   for   Purposes   of   General 

Education 
Mind  and  Conduct 
Statistics  and  Sociology 
Introduction  to  Social  Psychology 
Hand  Book  of  Practice  for  Teachers 
Elements  of  General  Method 
Method  of  the  Recitation 
Democracy  and  Race  Friction 
Educational  Bearings  of  Modern  Psychology 
The  Problem  of  Personality 
Industrial  Education 
The  Realities  of  Modern  Science 
Text  Book  in  the  History  of  Education 
Cyclopedia  of  Education 
Principles  of  Secondary  Education 
Measuring  the  Results  of  Teaching 
Educational  Tests  and  Measurements 

Pedagogical  Anthropology 
What  is  Education? 
Limitations  of  Science 
Instinct  and  Experience 
Habit  and  Instinct 
Animal  Life  and  Intelligence 
Psychology  and  Social  Sanity 
Psychology,  General  and  Applied 
History  as  Past  Ethics 


109 


110 


Nasmyth  G 
Nordau  M 
Norsworthy  and 
Whitley 


Social  Progress  and  the  Darwinian  Theory 
Interpretation  of  History 
Psychology  of  Childhood 


Orth  S  P 
Osborn  H  F 


Socialism  and  Democracy  in  Europe 
Origin  and  Evolution  of  Life 
From  the  Greeks  to  Darwin 


Parker  G  H  Biology  and  Social  Problems 

Parker  S  C  Methods  of  Teaching  in  High  Schools 

Parmalee  M  The  Science  of  Human  Behavior 

Poverty  and  Social  Progress 
Patten  S  N  Theory  of  the  Social  Forces 

Heredity  and  Social  Progress 

New  Basis  of  Civilization 

Development  of  English  Thought 
Pearson  K  Grammar  of  Science 

National  Life  from  the  Standpoint  of  Science 
Perry  C  A  Wider  Use  of  the  School  Plant 

Perry  R  B  •/ Present  Philosophical  Tendencies 

The  Present  Conflict  of  Ideals 
Plato  The  Republic 

Poincare  H  Foundations  of  Science 

Prince  M  The  Dissociation  of  a  Personality 


Rank  and  Sachs 

Rashdall  Rev  H 
Reckitt  and  Bech- 

hofer 

Redway  J  W 
Reisner  E  H 
Renard  G  F 
Rivers  A  L 
Robinson  J  H 
Rogers  JET 


The  Significance  of  Psychoanalysis  for  the  Men- 
tal Sciences 

The  Theory  of  Good  and  Evil 
The  Meaning  of  National  Guilds 

The  New  Basis  of  Geography 

Democracy  and  Nationalism  in  Education 

Guilds  of  the  Middle  Ages 

The  Evolution  of  Culture 

The  New  History 

The  Economic  Interpretation  of  History 

111 


112 


Romanes  G  J 
Ross  E  A 


Rousseau  J  J 
Rowe  S  H 
Royce  J 


Russell  B 


Mental  Evolution  in  Man 
Mental  Evolution  in  Animals 
Social  Psychology 
Foundations  of  Sociology 
Social  Control 

The  Old  World  in  the  New 
The  Social  Contract 

Habit  Formation  and  the  Science  of  Teaching 
/  Spirit  of  Modern  Philosophy 
Statistical  Methods  Applied  to  Education 
Why  Men  Fight 
Proposed  Roads  to  Freedom 
Mysticism  and  Logic 
Our  Knowledge  of  the  External  World,  etc. 


Sachs  J 

Sandiford  P  (ed) 
Santayana  G 
Schurman  J  G 
Scott  J  W 
Seligman  ERA 
Sellars  R  W 
Semple  E  C 
Seward  AC  (ed) 
Sidgwick  H 


Shaw  C  G 
Shotwell  J  T 
Small  A  W 


Smith  D  E 
Smith  S  G 
Smith  and  Hall 
Smith  W  R 
Snedden  D 


Sorel  G 
Spencer  H 
Spiller  G  (ed) 
Starch  D 

Stirner  M 
Strayer  G  D 
Strayer  and  Nors- 
worthy 


The  American  Secondary  School 

Comparative  Education 

The  Life  of  Reason  (vols.  I,  II,  V.) 

The  Ethical  Import  of  Darwinism 

Syndicalism  and  Philosophical  Realism 

The  Economic  Interpretation  of  History 

The  Next  Step  in  Democracy 

Influence  of  Geographical  Environment 

Darwin  and  Modern  Science 

The  Method  of  Ethics 

Philosophy;  Its  Scope  and  Relations 

The  Ego  and  Its  Place  in  the  World 

The  Religious  Revolution  of  To-Day 

The  Meaning  of  Social  Science 

General  Sociology 

The  Significance  of  Sociology  for  Ethics 

The  Teaching  of  Elementary  Mathematics 

Social  Pathology 

The  Teaching  of  Chemistry  and  Physics 

Introduction  to  Educational  Sociology 

Principles  of  Secondary  Education 

Educational  Sociology;  Digest  and  Syllabus 

Vocational  Education 

Reflections  on  Violence 

Essays  on  Education 

Papers  on  Inter-Racial  Progress 

Educational  Psychology 

Educational  Measurements 

The  Ego  and  His  Own 

The  Teaching  Process 

How  to  Teach 


113 


114 


Strayer  and  Thorn- 
dike 

Strong  E  K 
Sumner  W  G 


Educational  Administration 

Introductory  Psychology  for  Teachers 
Folkways 


Tarde  G  Laws  of  Imitation 

Social  Laws 

Taylor  A  E  The  Problem  of  Conduct 

Tead  O  The  Instincts  in  Industry 

Teggart  F  J  The  Processes  of  History 

Prolegomena  to  History 
Terman  L  M  The  Measurement  of  Intelligence 

The  Intelligence  of  School  Children 
Thomas  W  H  Source  Book  for  Social  Origins 

Thorndike  E  I,  Educational  Psychology;  (3  vols) 

Educational  Psychology;  Briefer  Course 

Animal  Intelligence 

Principles  of  Teaching 

Mental  and  Social  Measurements 

Elements  of  Psychology 
Todd  A  J  Theories  of  Social  Progress 

The  Scientific  Spirit  and  Social  Work 
Tufts  J  H  The  Individual  and  His  Relation  to  Society 


Urwick  E  J 


A  Philosophy  of  Social  Progress 


Veblen  T  The  Instinct  of  Workmanship 

The  Theory  of  the  Leisure  Class 

The  Vested  Interests 

The  Higher  Learning  in  America 

Vincent  J  M  Historical  Research ;  An  Outline  of  Theory  and 

Practice 


Wallas  G  The  Great  Society 

Human  Nature  in  Politics 

Walling  W  E  The  Larger  Aspects  of  Socialism 

Ward  L  F  Psychic  Factors  of  Civilization 

Dynamic  Sociology 

115 


116 


Warren  H  C 
Watson  J  B 
W.  E.  A. 
Weeks  A  D 
Weyl  W  E 
Whipple  G  M 
White  W  A 
Wilson  and  Wilson 
Woodbridge  F  J  E 
Woodhull  J  F 
Woodworth  R  S 
Wundt  W 


Human  Psychology 

Psychology  from  the  Standpoint  of  a  Behaviorist 

Educational  Year  Book(s)  1918— 

The  Education  of  To-Morrow 

The  New  Democracy 

Manual  of  Mental  and  Physical  Tests 

Mechanisms  of  Character  Formation 

Motivation  of  School  Work 

The  Purpose  of  History 

The  Teaching  of  Science 

Dynamic  Psychology 

Elements  of  Folk  Psychology 


Yerkes,  Bridges  A  Point  Scale  for  Measuring  Mental  Ability 

and   Harwick 

Yoakum  and  Yerkes  Army  Mental  Tests 

Young  J  W  A  The  Teaching  of  Mathematics 


Zenker  E  V 
Zimmern  A  E 


Anarchism 

Nationality  and  Government 


117 


118 


119 


120 


•     ^N    ~T1 


A  5* 


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(Published  gratis  by  College  of  Arts  and  Sciences) 
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